A study of teaching effectiveness based on observed teaching behaviors and qualities as perceived by the teachers and students

• Main Author: Gundayao, Orlando G.
• Format: text
• Language: English
• Published: Animo Repository 1977
• Subjects: Effective teaching; Teachers > Training of; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/481
• Institution: De La Salle University

v. 1. This study finds out the differences between the teachers and the students in their perceptions of teaching effectiveness of the teachers in the four-year levels of secondary instructions. The Yir-Yoront Group) reformulated Tang's TBI into question forms for teachers and students with a purpose to simplify and modify according to the students' level of comprehension in the rural areas and called it Teaching Effectiveness Inventory (T.E.I.). However, the categories, weights and item components of the T.B.I. were retained. The subjects of the study were the teachers and students of La Salette High School in Aurora, Isabela. Eighteen full-time teachers were included in the study. The student respondents were randomly selected from 14 sections of the total population of 595 students in the said school. Statistical treatment used were the mean and t-test. The study presented these conclusions : 1. There was a pronounced commonality or consistency in the perceptions of male and female students on teaching effectiveness of their teachers. 2. The male and female teachers also manifested a very consistent commonality in their perceptions of teaching effectiveness. 3. Generally, the teachers and the students significantly differed in their perceptions of teaching effectiveness. The teachers rated themselves higher in terms of teaching effectiveness than what the students rated them. 4. There existed noticeable similarities and differences among students' perceptions of teaching effectiveness when grouped by year level. 5. Compared by category, the teachers' and students' perceptions of teaching effectiveness differed in four categories (1, 3, 4 and 5). Only in category 2 where teachers' and students' perceptions of teaching effectiveness had positive relation.