Educations' Students Perception on the Professional Qualities of CUP Teachers SY 2015-2016

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Practically, every student has at least one or more teachers that stand out in his memory

who influenced his life. Teachers have inspired, challenged or by other means caused individual

students to aspire to climb to higher intellectual, spiritual, social and cultural heights. The ability

to promote wholesome teacher-student relations require that the teacher has certain qualities and

that he be given training that will enable him to make more productive use of his capacities in

helping students.

The instructor’s task requires that he possesses a wide variety positive professional

qualities. The task of the teacher complex in demands a variety of human traits, abilities and

competencies. Good instructors can be derived not only from books but also from day to day

relationship between mentors and students. Students come to school in the formative stage of

development. Their zest for life begins when they enter the classroom or the school. The teacher

also described by the professional standards for them. In the Philippines, the National

Competency-Based Teacher Standards (NCBTS) is usually referred to if the characteristics of an

effective and efficient teacher are of interest.

In the light of the foregoing, this study is investigated and analyzed the education

students’ perceptions on the professional qualities of their professors in the City University of

Pasay within the year of 2015-2016. The motivation for the study lies in the fact that as long as

the University continue to be regarded as the major preparatory grounds for the citizens, so will

professors be necessary for this transmission of knowledge, ideas and culture. For this to be well

done, the professors of the University must not only touch the intellects but also the hearts and

souls of their students. This is why taking stock of the critical elements of teaching as well as the

fundamental characteristics and traits of the education students considered of truly effective

teachers are important. This study will therefore assist in indicating the elements in teaching

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professional qualities of the professors in the University. It is hoped that the result of the study

will contribute to all College Education Students in City University of Pasay.

Conceptual Framework

This study will be based on the theory that the teachers play an important role in the

students’ life in school. The key to educative process is:

Input Process Output

Statement of the Problem

This study aimed to find out the perception of Education students on professional

qualities of CUP teachers in the school year 2015-2016.

Specifically, it aimed to seek answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Course and Year

Classroom Management

Instructional Skills

Methods of Evaluation

Student-Teacher Relationship

Survey

Assessment

(Questionnaires)

Achievement

(Evaluation)

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2. What are the perceptions of Education students in CUP Teachers as to:

a. knowledge

b. skills

c. attitudes

3. Is there a significant difference in the student’s perceptions among BEEd and BSE students?

4. What is the most perceived professional quality of Education Students to CUP teachers?

Hypothesis

There is no significant difference between the assessment made by male and female

students on the professional qualities of CUP Teachers desired by them.

Scope and Delimitations of the Study

The study focuses on the perceptions of BEED and BSE Students regarding the

professional qualities of CUP teachers. The participants of the study involved 150 BEED

Students and 150 BSE Students at the City University of Pasay.

This study would also like to know what are the characteristics and qualities of CUP

Teachers.

This research study is limited only on the BEED and BSE students at the City University

of Pasay, S.Y 2015-2016.

Significance of the Study

This study would primarily benefits the following:

Education Students - The result of the study would be useful to the students

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CUP Teachers - The result of the study will serve as a reference on past and present qualities of

CUP Teachers, particularly on their professional qualities.

Future Researchers- This study will serve as reference on their study about students’ perception

on professional qualities of CUP Teachers.

Definition of Terms

Terms here are conceptually and operationally defined for better understanding of the

readers.

Perception. Is defined as a thought, belief or opinion using one of your senses (mind).

Professional Qualities. Of relating to, or characteristics of a profession, relating to a job that

requires special education, training or skill.

Effective Teacher. Is the one who teaches and gives her best in teaching and able to make her

students learn or master skills and turned them into meaningful, relevant and applicable in real

life situations.

Efficient Teacher. Is the one who teaches and manages her class, comes and leaves on time,

with well-prepared lesson plan, instructional materials and everything is organized inside the

classroom.

Professor. A professor, informally known as fill professor, is the highest academic rank at

universities and other post-secondary education and research institutions in most countries.

Zest .A lively quality that increases enjoyment, excitement, or energy.

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The importance of teachers’ relationships with their students cannot be overstated

according to Downey (2008). This will contribute to the field of education by providing

teachers and administrators with guidance on relationship-building strategies that a highly

effective teacher utilizes in a real world, authentic setting which is the classroom.

Little, (2012) posit that “teachers need to be actively engaged in interactions with

students in order for learning to occur. Baird, Leslie and McCabe (2009) agreed that while

outside factors influence decisions, perceptions act as the underlying cause for decisions and

behaviours.

Local Literature

Duly licensed professionals, who possess dignity and reputation with high moral values

as well technical and professional competence. In the practice of their noble profession, they

strictly adhere to observe and practice their set of ethical and moral principles, standards and

values (preamble, code of ethics for professional teachers, DEpEd, 2014).

Factor analysis revealed five dimension of the students’ perception that relate to the

different aspects of the teacher’s pedagogy and the learning environment created by the

teachers: (a) learner-centered pedagogy, (b) science inquiry activities (c)positive affect and

attitudes (d) grades as feedback and (e) support for self-learning and effort. Asia Pacific

Education Review (2008).

Foreign Studies

Student-based learning is gradually is replacing the predominant lecture method

(Sauliner, Landry, & Wagner, 2008) and provides opportunities for students to improve their

skills of critical thinking and reasoning. It also enables teachers and students to share personal

feelings when they communicate.

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Colker (2008) reported that teachers claimed there were four characteristics of an

effective teacher which include having a sound knowledge of subject matter take personal

interest in each student, establish a caring or loving or warm atmosphere and lastly to show

enthusiasm with students. He also reported twelve characteristics of teachers that children

(students) believe are integral factors to effective teaching. These include passion,

perseverance, willingness to take risks, pragmatism, patience, flexibility, respect, creativity,

authenticity, love of learning, high energy and sense of humor.

Mohidin et al. (2009) in a study on effective teaching methods and lecturers

characteristics on accounting students at the School of Business and Economics at the

University Malaysia Sabah (UMS), also reported knowledge of the lecturer, attitude and

personality as preferred characteristics by the students teaching/learning effectiveness. The

summary from the foregoing is that the amount of agreement across studies suggests that the

characteristics of good teaching are not mysterious or extremely discipline-specific. They can

and have been identified by researchers, students and professionals alike.

In a recent study by Stronge, Ward, Tucker, and Hindman (2008) the researchers studied

the instructional behaviours and practices of teachers and sought to determine the best practices

that would foster increases in student learning. Their research centered on identifying

characteristics of successful teacher traits over 4 levels of effectiveness (high to low) within 4

domains; instruction, student assessment, classroom management and professional qualities.

After a completing an ecological study on teacher-child relationship and behaviour

problem, 0’Connor, Dearing and Collins (2011) write that in regard to teacher education, their

study demonstrates the importance of fostering school teachers’ awareness of the role of the

relationship with students, and provides teachers with information as to how to support high

quality relationships with students.

Other studies on the image of teacher are capsulized in a book that essentially

emphasized the importance of positive perception of students toward their teachers which is

generated from a cordial and friendly relationship between the students and their teachers

(Middleton &Petitt, 2010). The students mentioned that their best teacher knows them

personally including their interests and strengths, smile at them, encourage them to participate

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in school activities, provide descriptive feedback on assignments, connect classroom learning

to real life, apologize when they make mistakes, give meaningful activities, and show

enthusiasm in what they do.Grieves (2010) study finds that pedagogical cognitive and affective

qualities interrelate. When instructors apply on professional teaching qualities, they affect how

students personally feel about them and what they teach.

Local Studies

Several studies done here and abroad have determined the professional skills of teachers.

One study made a ranking of professional skills according to importance as perceived by

instructor and the public. In order of importance, these skills are ranked as follows: 1.) Fluency

and proficiency in the language of instruction; 2.) Use of apt teaching methods;3.)Maintenance

of order and discipline;4.)Evaluation of the achievement of students;5.)Resourceful in looking

for teaching aids; 6.)Counselling; 7.) Adapting curriculum materials to local needs;

8.) Mastery of subject taught;9.)Asking right questions;10.) Conducting research;

11.) Identification of student’s needs and difficulties;12.)Knowledge of the psychology of

learning;13.)Sociability.

` Bagalso (2008) in his study of the likes and dislikes of students in their instructors or

teachers revealed the traits of an instructor which the students liked most were: strict but kind,

patient and understanding, well acquainted with the subject matter taught. The situations they

disliked most in the teacher were: practices partiality or favouritism, utter bad words, does not

explain the lesson well, harsh, and overly strict.

Laru-An (2014) in his study of the qualities of instructors preferred by students, it

revealed the teachers who are kind, sympathetic, “she preferred like us” were preferred very

much. They further stated that students preferred instructors who are fair, impartial, firm, and do

not have pets. Likewise, students preferred instructors who are making things interesting, know

a lot, explain well, help individuals with their lessons, and permit students to express opinions.

Carrigan (2009) supports that a good instructor has competences in a subject matter, mastery of

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the techniques on instruction and evaluation, desire to teach, resourceful and creative, attentive

to trainee needs, has management techniques and have a positive professional attitudes.

Domain 1 of NCBTS states that teachers serve as positive and powerful role models of

the values of the pursuit of learning (TEC, DepEd& CHED, 2009). Being a role model implies

setting good examples to others. Hence, the value to learning of the students may also reflect

that of their teachers as facilitators of their intellectual development.

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Sampling of Respondents

This study conducted at City University of Pasay Academic Year 2015-2016. The

researchers get a representative for every section to suit the 300 respondents needed for the

study.

A random sampling as a sampling technique utilized.

Instrumentation

The major instrument of research for this study was a questionnaire that deals with the

respondents’ assessment of the professional qualities of college instructors.

Procedure of the Study

The Researchers do some techniques and procedures for the sort of information for them

to find out the perceptions on the professional qualities of C.U.P Teachers from the education

students in the school year 2015-2016.

The Researchers grouped together and went to the National Library with the assistance of

the librarian for as to easily get and also surfed to the internet for additional information

regarding to the topic. After that, the Researchers prepared a questionnaire with the guidance of

their adviser. After the questionnaire was prepared, it was presented to some significant

representative from BEEd 4-1 by having a pre-test or try out answering the questions. This is

used to determine the clarity of the questions, the sufficiency of the number of choices and the

adequacy of time allotted for answering the questions.

The researchers asked permission from the professors of BSE and BEEd students of the

College of Education to allow them to administer the questionnaire to them.

The researchers themselves disseminate the questionnaire to the BSE and BEEd students.

During dissemination of the questionnaire to them, the researchers tried best to explain every

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item of the questionnaire. After answering the questionnaire, we collected and gave

acknowledgement to those respondents.

Statistical Treatment of Data

To answer the problem, education student’s perception on the professional qualities of

the C.U.P Teachers in the school year 2015-2015, frequency count and percentage were used.

1. Frequency Counts and Percentage Procedure- were used to analyse the profile of

the respondents and their responses to other portions of the questionnaire. Percentage was

computed with the following formula:

WM= F ×D = R

Where; WM= Weighted Mean

F= frequency

D= Degree

R= Respondents

2. Weighted Mean and Standard Deviation- were utilized in determining the

perceptions of the respondents regarding the professional qualities of college instructors desired

by education students.

3. To get the average perceptions of the respondents, the Opinion Index below was used.

Opinion Interpretation

4.21- 5.00 Most desired

3.41- 4.20 Very Desired

2.61- 3.40 Fairly Desired

1.81- 2.60 Slightly Desired

1.00- 1.80 Least Desired

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Table presents that there are more students taking BEEd than BSE. Based from the data it

shows that more students are inclined to teach elementary grades because of their passion in

teaching young students.

Table 3

Table 3.1 Weighted Mean and Value Perception of BEEd First Year Students to the

Professional Qualities of CUP Teachers.

BEEDFIRST YEAR

KNOWLEDGE SKILL ATTITUDEWM Value WM Value WM Value

I – 1 3.96 VD 3.81 VD 3.88 VDI – 2 3.88 VD 3.55 VD 3.32 FDI – 3 3.92 VD 4.3 MD 4.5 MD

TOTAL 3.92 VD 3.88 VD 3.90 VD

First in rank is knowledge with weighted mean 3.92, the students perceive that the

teacher should be knowledgeable in her respect subject area of specialization. The respondents

believe that they impart right and updated information. Second in rank is attitude with weighted

mean 9.90, this means that the teachers should be knowledgeable and also should possess the

right values because they are living models to their students.

Table 3.2 Weighted Mean and Value Perception of BEEd Second Year Students to the


BEEDSECOND YEAR


II – 1 4.05 VD 3.94 VD 4.27 MDII – 2 3.66 VD 3.52 VD 3.63 VDII – 3 4.17 VD 4.21 MD 4.26 MD

TOTAL 3.96 VD 3.89 VD 4.05 VD

The first in rank is attitude with weighted mean 4.05. The students receive that teacher

shows passion in teaching her subject area. They believe that teachers will show positive actions

toward her teaching. Second in rank is knowledge with weighted mean 3.96. This means that the

teacher not only shows passion in her teaching but also update the knowledge ton their current

curriculum.

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Table 3.3 Weighted Mean and Value Perception of BEEd Third Year Students to the


BEEDTHIRD YEAR


III – 1 3.53 VD 3.74 VD 3.75 VDIII – 2 3.32 FD 3.68 VD 3.78 VDIII – 3 4.04 VD 3.94 VD 3.65 VD

TOTAL 3.63 VD 3.78 VD 3.72 VD

The first in rank is skill with weighted mean 3.78. The students perceive that the teacher

has the ability to deliver her lessons in such a creative ways to provide an active learning

environment. Second is attitude with weighted mean 3.72, students believe that must deal to

students with a right values.

Table 3.4 Weighted Mean and Value Perception of BEEd Fourth Year Students to the


BEEDFOURTH YEAR


IV – 1 3.76 VD 3.63 VD 3.89 VDIV – 2 3.88 VD 3.7 FD 3.6 FDIV – 3 3.3 FD 3.17 FD 3.36 FD

TOTAL 3.64 VD 3.50 FD 3.60 FD

First in rank is knowledge with weighted mean 3.64, the students perceived that the

teacher should be knowledgeable in her respect subject area of specialization. The respondents

believe that they impart right and updated information. Second in rank is attitude with weighted

mean 3.60, this means that the teachers should be knowledgeable and also should possess the

right values because they are living models to their students.

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Table 3.5( Frequency,Weighted Mean and Value of BEED Students’ Perceptions on the

Professional qualities of CUP Teachers)

Table 3.5.1 Professional Qualities of CUP Teachers

As to Knowledge

INDICATORSBEED Students

5 4 3 2 1WM VF WM F WM F WM F WM F WM

1.Has masteryof his/her major orspecialization.

36 1.2 58 1.54 52 1.04 4 0.05 0 0 3.83 VD

2. Updatedknowledgeon the currentcurriculum.

42 1.4 53 1.4 48 0.96 6 0.08 1 0.006 3.84 VD

3. Employdifferent methodsor strategiesappropriate forstudent’sability.

33 1.10 54 1.44 54 1.08 8 0.10 1 0.006 3.72 VD

4. Provideinstructionalmaterials foreffective teaching

23 0.76 52 1.38 56 1.12 17 0.94 2 0.01 4.21 MD

5. Impartknowledgeto the students.

40 1.33 57 1.52 47 0.94 6 0.08 0 0 3.87 VD

TOTAL 3.89 VD

The table describes the data gathered from the study. A cursory glance of the table show

item no. 4 ( Provide instructional materials for effective teaching ) as the highest in rank with

weighted mean 4.21 followed by item no. 5 ( Impart knowledge to the students ) with weighted

mean 3.87. This means that the students want tangible output from the teacher

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Table 3.5.2.Professional Qualities of CUP Teachers

As to Skills



1.Has the ability to craft syllabus for the perusal of the students.

30 1 51 1.36 59 1.18 9 0.12 1 0.006 3.66 VD

2. Ability to make split second decision on the challenges met encountered in the classroom

28 0.93 53 1.41 53 1.41 16 0.21 0 0 3.96 VD

3. Ability to deliver his/her lessons in the widest perspective view

34 1.16 60 1.60 48 0.96 7 0.09 1 0.006 3.81 VD

4. Has communication skills in delivering the lesson

44 1.46 59 1.57 35 0.7 12 0.16 0 0 3.89 VD

5. Has the art in asking the questions.

31 1.03 63 1.68 46 0.92 9 0.12 1 0.006 3.81 VD

TOTAL 3.83 VD

The table reveals that item no. 2 (Ability to make split second decision on the challenges

met encountered in the classroom) got the highest rank with weighted mean 3.96 followed by

item no. 4 ( Has communication skills in delivering the lesson ) with weighted mean

3.89 ,meaning that it is vital that the teacher can articulate or convey his/ her to the class so that

the students will be able to understand the lessons.

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As to Attitude



1. Has passionin teaching 62 2.06 47 1.25 33 0.66 7 0.09 1 0.006 4.06 VD2. Attends allfaculty meetingsand extracurricularactivities

23 0.76 64 1.70 49 .98 12 0.16 2 0.01 3.61 VD

3. Attends seminarsor trainings to keepabreast with thecurrent trends

34 1.13 59 1.57 43 0.86 11 0.14 3 0.02 3.72 VD

4. Commitment bymeeting his/ herclass religiously

31 1.03 51 1.36 52 1.04 14 0.18 2 0.01 3.62 VD

5. Has fair treatmentfor every student

45 1.5 45 1.2 44 0.88 15 0.03 1 0.006 3.61 VD

TOTAL 3.72 VD

The table shows that the item no. 1 ( Has passion in teaching ) is the highest with

weighted mean 4.06. Second is item no. 3 ( Attends seminars or trainings to keep abreast with

the current trends ). Students perceive that teachers attend seminars or trainings to broaden their

minds by providing them opportunities for interchange of experiences within and outside the

school with a view to correct the narrow outlook that may arise from over specialization.

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General Findings

The table reveals that the knowledge got the highest score with the weighted

mean 3.89 followed by the skills with the weighted mean 3.83. This means that the BEEd

students perceive that teachers is knowledgeable and has the skills to impart that knowledge to

students fairly and effectively.

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Table 4

Table 4.1 Weighted Mean and Value Perception of BSE First Year Students to the


BSEFIRST YEAR


I – 1 3.92 VD 3.65 VD 3.85 VDI – 2 4.16 VD 4.13 VD 4.23 MDI – 3 3.89 VD 3.56 VD 3.97 VD

TOTAL 3.99 VD 3.78 VD 4.01 VD

The first in rank is attitude with the weighted mean 4.01 followed by the knowledge with

the weighted mean 3.99 meaning that teachers must possess good manners and right conduct and

also knowledgeable.

Table 4.2 Weighted Mean and Value Perception of BSE Second Year Students to the


BSESECOND YEAR


II – 1(FIL. & ENG.) 3.76 VD 3.84 VD 4.06 VDII – 2(MATH & SCI.) 4.28 MD 4.08 VD 4.23 MD

II –HISTORY) 3.69 VD 3.94 VD 4.21 MDTOTAL 3.91 VD 3.95 VD 4.16 VD

The first in rank is attitude with the weighted mean 4.16 followed by the skill with the

weighted mean 3.95. This means that teachers must be a good role model to his students and has

the ability to deliver the subject area very well.

Table 4.3 Weighted Mean and Value Perception of BSE Third Year Students to the


BSE THIRD YEAR


III-1 (FIL & ENG) 4.15 VD 4.47 MD 4.54 MDIII-2 (MATH & SCI) 4.45 MD 4.44 MD 4.35 MD

III -3 (HISTORY) 4.64 MD 4.64 MD 4.96 MDTOTAL 4.41 MD 4.51 MD 4.61 MD

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The first in rank is attitude with the weighted mean 4.6. It shows that teachers need to

have good manners for she serves as the symbol of a good citizen. Second in the rank is skill

with the weighted mean 4. 51, this shows that the teacher must also have skills on delivering the

lessons to his students in any effective way.

Table 4.4 Weighted Mean and Value Perception of BSE Fourth Year Students to the


BSE FOURTH YEAR


IV- 1 (FIL & ENG) 3.69 VD 3.99 VD 4.09 VDIV- 2 (MATH & SCI) - - - - - -

IV- 3 (HISTORY) 3,75 VD 3.80 VD 3.82 VDTOTAL 3.72 VD 3.89 VD 3.95 VD

The first in rank is attitude with weighted mean 3.95. The students receive that teacher

shows passion in teaching her subject area. They believe that teachers will show positive actions

toward her teaching. Second in rank is knowledge with weighted mean 3.72. This means that the

teacher not only shows passion in her teaching but also update the knowledge ton their current

curriculum.

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Table 4.5 (Frequency, Weighted Mean and Value of BSE Students’ Perceptions on the

Professional Qualities of CUP Teachers)


As to Knowledge

INDICATORSBSE Year Students


1.Has masteryof his/her major orspecialization.

60 2 56 1.49 26 0.52 7 0.09 1 0.01 4.11 VD

2. Updatedknowledgeon the currentcurriculum.

56 1.86 56 1.49 35 0.7 3 0.04 0 0 4.09 VD

3. Employdifferent methodsor strategiesappropriate forstudent’sability.

50 1.66 51 1.36 38 0.76 8 0.10 3 0.02 3.90 VD

4. Provideinstructionalmaterials foreffective teaching

56 1.86 46 1.22 35 0.07 11 0.14 2 0.01 3.30 VD

5. Impartknowledgeto the students.

58 1.93 57 1.52 28 0.76 4 0.05 3 0.02 4.28 MD

TOTAL 3.93 VD

The table reveals that item no. 5 (Impart knowledge to the students ) got the highest rank

with weighted mean 4.28 followed by item no. 4 ( Has mastery of his/her major or

24

specialization) with weighted mean 3.89 ,meaning that it is vital that the teacher can distribute

the lessons to his students and also shows that he know his lessons very well.

Table4.5.2Professional Qualities of CUP Teachers

As to Skills

INDICATORSBSE Year Students


1.Has the ability to craft syllabus for the perusal of the students.

40 1.33 54 1.54 56 1.12 0 0 0 0 3.89 VD

2. Ability to make split second decision on the challenges met encountered in the classroom

34 1.13 61 1.62 50 1 4 0.05 1 0.006 3.80 VD

3. Ability to deliver his/her lessons in the widest perspective view

61 2.03 48 1.28 38 0.76 7 0.02 1 0.006 4.09 VD

4. Has communication skills in delivering the lesson

71 2.36 55 1.46 20 0.4 1 0.01 3 0.02 4.25 MD

5. Has the art in asking the questions.

53 1.76 59 1.57 34 0.68 1 0.01 3 0.02 4.04 VD

TOTAL 4.01 VD

The table reveals that item no. 4 ( Has communication skills in delivering the lessons )

got the highest rank with weighted mean 4.25 followed by item no. 3 ( Ability to deliver his/her

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lessons in a wildest perspective ) with weighted mean 4.09 ,meaning that it is vital that the

teacher must have an ideas and method in giving the lessons in any possible and effective way.


As to Attitude

INDICATORSBSE Students


1. Has passionin teaching

85 2.83 38 1,01 19 0.38 6 0.08 2 0.01 4.31 MD

2. Attends allfaculty meetingsand extracurricularactivities

52 1.73 68 1.81 22 0.44 8 0.10 0 0 4.08 VD

3. Attends seminarsor trainings to keepabreast with thecurrent trends

65 2.16 56 1.49 23 0.46 5 0.06 1 0.006 4.17 VD

4. Commitment bymeeting his/ herclass religiously

54 1.8 56 1.49 28 0.56 11 0.14 1 0.006 3.99 VD

5. Has fair treatmentfor every student

72 2.40 56 1.49 14 0.28 7 0.09 1 0.006 4.26 MD

TOTAL 4.16 VD

The table reveals that item no. 1 ( Has passion in teaching ) got the highest rank with

weighted mean 4.31 followed by item no. 5 ( Has fair treatment for every students ) with

weighted mean 4.26 ,meaning that it is vital that the teacher show his love and commitment in

her field or specialization and have a positive effect towards the students. It also shows the love

to his students by treating them equally.

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General Findings

The table shows that the attitude is the highest with the weighted mean of 4.16; it means

to have a good quality of being a teacher in dealing with his students and profession. Second is

skills with the weighted mean of 4.01, it revealed that a teacher must be creative in having a

method or ideas in giving the lessons. This may also serves as a way to show the real

commitment of a teacher.

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As an instructor, you be able to interact with people and help them to understand a way of

looking to the world. A good instructor must have a positive look and be good role model to their

students. They must have concrete knowledge ideas, perseverance skills and positive attitudes to

fit the students and materials.

Conclusions

In the light of the foregoing findings the following conclusions have been derived:

The most prevailing Professional Qualities of CUP Teachers desired by the Education Students

were Professional Qualities as to Has Passion in Teaching (M=4.31).

The feelings and opinions of the students towards professors have significant effect on

their learning, therefore knowledge, skills and attitudes of their instructors are essential.

Recommendations

Based on the findings and conclusions made in the study, the following recommendations

are hereby presented:

1. Education Students as well as CUP Students must be aware of their needs and wants for

the improvement of their studies and relationship with other students and teachers.

2. CUP Teachers must be aware of their strengths and weaknesses to be able to improve

their qualities in dealing with their students.

3. To maintain and further enhance the leadership and competence of the instructors or

professors, continue the professional development that undertaken by the schools.

29

REFERENCES

Adediwura A. A., &Tayo, B. (2007). Perception of teachers’ knowledge, attitude and

teaching skills as predictor of academic performance in Nigerian secondary school.

Academic Journal on Educational Research and Review, 2(7), 165-171.

Behm, Corrin Louise (2010). Students Perception and Definitions of Sustainability

Bryne, D. B., Hattie, D. A., & Frazer, B. J. (2001). Students’ perceptions of preferred

classroom learning environment. Journal of Educational Research, 80(1), 10-16.

E-International Science Research Journal, Volume VI, Issue 1. 21st Century Teacher

Image to Stakeholders of Teacher Education Institutions in the Philippines

Kuhn, Laura A. Master of Arts, 2004. Students Perceptions of School Counselor

Roles and Functions

Martinazzi, Robert and Samples, Jerry (October 18 – 21, 2000). Characteristics and

Traits of an effective Professor. Retrieved from:

http://fie-conference.org/fie2000/papers/1053.pdf

Moreno, Rubio C. (2010). Effective Teachers- Professionals and Personal Skills

Muzenda, Allexander (2014).Journal Education and Practice Vol. 5 No.1, 2014

Pakistan Journal of Social Sciences, Year 2010, Volume 7, Issue 2, Pages 62-69

Peart, N. A., & Campbell, F. A. (1999) “At-risk students’ perceptions of teacher

effectiveness”, Journal for a Just and Caring Education, 5(3), 269–284.

Personal and Professional Qualities of a Mentor.

Retrieved from: http://www.whatishumanresource.com/personal-and-professional-

qualities-of-a-mentor.

http://www.whatishumanresource.com/personal-and-professional-qualities-of-a-mentor

http://www.whatishumanresource.com/personal-and-professional-qualities-of-a-mentor

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APPENDIX A

CITY UNIVERSITY OF PASAYPasadena Street, F.B. Harrison

Pasay CityCollege of Education

February 2, 2016

Dr. Ana Marie BarbietoDean, College of EducationCity University of Pasay

Dear Madam:

We, Fourth Year Education Students of City University of Pasay taking up Bachelor in Elementary Education are currently working on our thesis entitled “EDUCATION STUDENTS’ PERCEPTIONS ON PROFEESIOANL QUALITIES OF CUP TEACHERS SY: 2015-2016”.

We are now in the process of gathering data for our research as requirement in completing our course in Thesis Research Project for the Academic year 2015-2016 under the supervision of Dr. Pagulayan. Attached in this letter is the survey questionnaire that needs to be validated.

May we request you to validate our questionnaire that will be our main research instrument by checking the attached survey questionnaire.

Your immediate feedback will be greatly appreciated. Thank you very much for the attention according to this request.

Respectfully Yours,

ARGALLON, JENIFER ACUENCA, MALOU O.MELLOSO, CRISTY T.REUBAL, APRILON E. Researchers

Noted: Approved by:

DR. FELIPA PAGULAYAN DR. ANA MARIE BARBIETO Professor Dean, College of Education

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APPENDIX B

CITY UNIVERSITY OF PASAYPasadena Street, F.B. Harrison

Pasay CityCollege of Education

February 2, 2016

Dr. Ana Marie BarbietoDean, College of EducationCity University of Pasay

Dear Madam:

We, Fourth Year Education Students of City University of Pasay taking up Bachelor in Elementary Education would like to ask permission to float our questionnaire to the Education students of this school. This is a requirement of the course Thesis Research Project “EDUCATION STUDENTS’ PERCEPTIONS ON PROFEESIOANL QUALITIES OF CUP TEACHERS SY: 2015-2016”.

Findings of the study will be treated with strict confidentiality.

Thank you very much for the attention accorded to this request.

Respectfully Yours,ARGALLON, JENIFER ACUENCA, MALOU O.MELLOSO, CRISTY T.REUBAL, APRILON E. Researchers

Noted: Approved by:

DR. FELIPA PAGULAYAN DR. ANA MARIE BARBIETO Professor Dean, College of Education

32

APPENDIX C

Respondents Profile

Direction: Put a check on the space provided.

Name:______________________________ Course and Year: _________________

Gender: ( ) male ( ) female Age: ______

Please encircle the items of the professional qualities of College Instructors at the City University of Pasay: taking note of the following code or legend.

5 – Most Desired 3 – Fairly Desired 1 – Least Desired

4 – Very Desired 2 – Slightly Desired

Professional Qualities Response

A. Knowledge 1. Has mastery of her major/ specialization 5 4 3 2 12. Updated knowledge on the current curriculum 5 4 3 2 1 3. Employ different methods/ strategies appropriate 5 4 3 2 1

for students ability4. Provide instructional materials for effective teaching 5 4 3 2 1 5. Impart knowledge to the students 5 4 3 2 1

B. Skills1. Has the ability to craft syllabus for the perusal of the students 5 4 3 2 1 2. Ability to make spilt second decision on the challenges met or 5 4 3 2 1

encountered in the classroom3. Ability to deliver her lessons in the widest perspective view 5 4 3 2 14. Has communication skills in delivering the lesson 5 4 3 2 15. Has the art in asking the questions 5 4 3 2 1

C. Attitude1. Has passion in teaching 5 4 3 2 1 2. Attends all faculty meetings and extracurricular activities 5 4 3 2 1 3. Attends seminars/ trainings to keep abreast with the current trends 5 4 3 2 1

in teaching4. Commitment by meeting his/her class religiously 5 4 3 2 15. Has fair treatment for every student 5 4 3 2 1

Educations' Students Perception on the Professional Qualities of CUP Teachers SY 2015-2016

Education

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