The reliability of student's assessment of teaching effectiveness in the three secondary schools managed by the Salesian Sisters of St. John Bosco

• Main Author: Villanueva, Linda A.
• Format: text
• Language: English
• Published: Animo Repository 1990
• Subjects: Effective teaching; Teacher effectiveness; Educational Assessment, Evaluation, and Research
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/101
• Institution: De La Salle University

The study determines whether the high school students of the three schools managed by the Salesian Sisters of St. John Bosco can evaluate their teachers' teaching effectiveness. Teaching effectiveness in this study was confined to the dimensions of subject mastery, personal traits, and observable classroom instructional behaviors of teachers as identified and explained in the manual of Tang's Teachers' Behavior Inventory (TBI). The descriptive-comparative method of research was used in this study. The research attempted to, investigate the levels of teaching effectiveness of the teachers respondents as evaluated by their administrators, by the teachers themselves, and by the students. It analyzed the degree of congruence or agreement among the three sets of assessments of teaching effectiveness. This study covered the three secondary schools managed by the Salesian Sisters of St. John Bosco: Mary Help of Christians School, Sta. Cecilia Catholic School and St. Mary Mazzarello School. The respondents consisted of: six administrators (3 directress and 3 principals), all the 15 full-time teachers, and 15 classes of 40 students each, handled by those teachers at the time of the study. The findings on the teachers' teaching effectiveness were presented in terms of descriptive statistics like means and standard deviations. Wilcoxon Matched Pairs Signed-Ranks Test was likewise used to determine the possible presence of significant differences in the evaluation of the administrators, of the teachers, and of the students. Lastly, Kendall's Coefficient of Concordance and Kendall's Tau were utilized to determine the degree of agreement among the raters after the teachers were ranked from the most effective to the least effective, based on the overall mean ratings given by the three groups of raters. The findings of the study are: 1. The students gave their teachers the highest ratings under the areas of: (non) aversive teacher behaviors and personal teacher characteristics. The obtained mean ratings were respectively 4.098 and 4.038 which meant that the teachers seldom displayed aversive teaching behaviors and were often observed by their students to manifest desirable personal characteristics conducive to learning. 2. Teachers' self-ratings were likewise highest under the areas of (non) aversive teacher behaviors and personal teacher characteristics based on the mean ratings of 4.476 and 4.419 followed by principles and methods of teaching and knowledge of subject matter which received relatively lower ratings interpreted as regularly done by them.