Teachers' Profile and Classroom Instruction Delivery: The Case of a Certain University in the Southern Philippines

Abstract

Quality teachers are fundamental factor for offering quality education. This study's primary purpose was to determine the correlation between teachers' profiles and classroom instruction delivery. The descriptive-evaluative research design was used in the study. The study was conducted at the Mindanao State University- Sulu, College of Education. The study participants were composed of 10 faculty members and 100 students randomly selected from the college of education. The results revealed that the teachers always showed a mastery of the subject matter and teaching strategies. However, for interpersonal skills, they often exhibited it in the classroom. There was no significant relationship between teachers' profile and their competence in classroom instruction in terms of mastery of subject matter, teaching strategies, and interpersonal skills. Technology integration for teaching effectiveness is suggested for teachers to make them more effective in teaching. Interpersonal skills training is highly recommended for teachers every semester. The training will make them more effective in their interaction with students.

A Mixed Study on the School Head's and Teacher's Self-Efficacy and School Performance: An Input for Policy Enhancement for Social Media Learning in the Philippines during the New Normal

“…The findings in Table 3 demonstrated that there was no significant relationship between teachers' self-efficacy and school performance and age, gender, highest educational attainment, and length of service as moderator. The study of Salvan V, J. and Hambre, M. ( 2020) and Radjuni, Abubakar (2021) supports the results where their study showed that there is no significant correlation in terms of profile variables with students' performance and the self-efficacy of the teacher respondents. On the contrary, the study of Perera, H., Claskins C., and Part, R. (2019) on Social Cognitive" perspectives along varied profiles such as teachers' membership, mentoring experience, gender, job satisfaction, classroom's climate, and teacher collaboration revealed that the teaching level moderates the job satisfaction, classroom climate, and teacher collaboration of secondary teachers.…”

The Interpersonal Relationship and Organizational Commitment of Public Elementary School Teachers of Candelaria West District

“…Organizational commitment is defined as social actors' readiness to contribute their energy and devotion to the social system, the attachment of the social system of personality interactions that is regarded as selfexpression (Kalay, 2016). The degree to which an individual embraces organizational principles and goals and identifies with them carrying out their professional responsibilities is known as organizational commitment (Radjuni, 2021).…”