i
Southern luzon State University
Republic of Philippines
Thai Nguyen University
Socialist Republic of Vietnam
CORRELATES OF TEACHERS’ PERFORMANCE:
BASIS FOR ENHANCEMENT PROGRAM
AT THAI NGUYEN UNIVERSITY
A Dissertation Presented to
The Faculty of Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
In collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
In Partial Fulfilment
of the Requirements for the Degree
Doctor of Phi
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losophy in Educational Management
by
NGUYEN DINH YEN (KAKA)
March 2014
ii
ACKNOWLEDGEMENT
With sincere thanks for the encouragement, guidance and unselfish sharing of their
knowledge, time, effort and skills, and for untiring motivation that led to the completion of
this study, the researcher acknowledges the following:
Dr. Cecilia N. Gascon, President of the Southern Luzon State University in the
Republic of the Philippines, for her untiring effort and belief that this collaboration is
possible;
Dr. Dang Kim Vui, President of Thai Nguyen University for allowance the training
for dotor of philosophy in educotinal managenent in international training center Thai Nguyen
University;
Dr.Apolonia A. Espinosa, her adviser, for her generous assistance, invaluable advice,
guidance, constructive comments thereby making this paper a scholarly work;
Panel of experts whose constructive criticisms led the researcher to making this effort
a true scholarly work;
Mr.Nicanor L. Guinto, for extending his assistance in ensuring consistency and
comprehensibility of this study;
The respondents for their patience and cooperation in answering the questionnaire.
The researcher‘s family, colleagues, and friends for the love and support in one way or
another, and
To those who have contributed to make this study a success
iii
TABLE OF CONTENTS
TABLE OF CONTENTS .......................................................................................................... iii
LIST OF TABLES ..................................................................................................................... v
LIST OF FIGURES .................................................................................................................. vii
ABSTRACT ............................................................................................................................ viii
Chapter I. INTRODUCTION ..................................................................................................... 1
Background of the study ............................................................................................................. 4
Objectives of Study .................................................................................................................... 5
Null Hypothesis .......................................................................................................................... 6
Significance of the Study ............................................................................................................ 6
Scope and Limitations ................................................................................................................ 7
Definitions of Terms ................................................................................................................... 7
Chapter II. REVIEW OF LITERATURE AND STUDIES ..................................................... 10
Personal Characteristics of Teachers ........................................................................................ 10
Professional Characteristics ...................................................................................................... 15
Teaching Performance .............................................................................................................. 21
Conceptual Framework............................................................................................................. 23
Research Paradigm ................................................................................................................... 24
Chapter III. METHODOLOGY ............................................................................................... 26
Locale of the Study ................................................................................................................... 26
Research Design ....................................................................................................................... 26
Population and Sampling .......................................................................................................... 27
Instrumentation ......................................................................................................................... 27
Data Gathering Procedure ........................................................................................................ 28
Statistical Treatment ................................................................................................................. 28
Chapter IV. RESULTS AND DISCUSSION ........................................................................... 31
Part I. Profile of respondents .................................................................................................... 32
Part II. Personal Characteristics and Professional Characteristics of Teachers ....................... 34
Part III. Teaching Performance ................................................................................................ 43
Table 14 .................................................................................................................................... 44
Part IV: Correlates of teachers‘ performance ........................................................................... 47
PROPOSED ENHANCEMENT PROGRAM TO ENHANCE TEACHERS‘
PERFORMANCE ..................................................................................................................... 59
OF THAI NGUYEN UNIVERSITY SCHOOL YEAR 2014-2015 ........................................ 59
iv
Chapter V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ......................... 64
Summary ................................................................................................................................... 64
Findings .................................................................................................................................... 65
Conclusions .............................................................................................................................. 68
Recommendations .................................................................................................................... 68
REFERENCES ......................................................................................................................... 69
v
LIST OF TABLES
Table 1. Respondents‘ frequency distribution by colleges ....................................................... 27
Table 2. Frequency and percentage distribution of the respondents as to school .................... 31
Table 3. Profile of Students - Respondents .............................................................................. 32
Table 4. Profile of Teachers – Respondents ............................................................................. 33
Table 5. Weighted mean distribution of the personal characteristics of teachers
as to physical aspects ................................................................................................................ 34
Table 6. Weighted mean distribution of the personal characteristics
ofteachers as to mental aspects ................................................................................................. 35
Table 7. Weighted mean distribution of the personal characteristics of teachers
as to emotional aspects ............................................................................................................. 36
Table 8. Weighted mean distribution of the personal characteristics of teachers
as to social aspects .................................................................................................................... 37
Table 9. Weighted mean distribution of the professional characteristics of teachers as
to teaching skills ........................................................................................................................ 38
Table 10. Weighted mean distribution of the professional characteristics of teachers as to
management skills .................................................................................................................... 40
Table 11. Weighted mean distribution of the professional characteristics of teachers as
to evaluation skills ...................................................................................................................... 41
Table 12. Weighted mean distribution of the professional characteristics of teachers as
to guidance skills ......................................................................................................................... 42
Table 13. Weighted mean distribution of the teaching performance of teachers as to
commitment .............................................................................................................................. 43
Table 14. Weighted mean distribution of the teaching performance of teachers as to
knowledge of subject ................................................................................................................ 44
Table 15. Weighted mean distribution of the teaching performance of teachers as to
teaching for independent learning ............................................................................................ 45
Table 16. Weighted mean distribution of the teaching performance of teachers as to............. 46
management of learning ........................................................................................................... 46
Table 17. Students‘ regression analysis of the demographic, personal and professional
characteristics of teachers as to commitment ........................................................................... 47
Table 18. Students‘ regression analysis of the demographic, personal and professional
characteristicsof teachers as to knowledge of subject .............................................................. 48
vi
Table 19. Students‘ regression analysis of the demographic, personal and professional
characteristics of teachers as to teaching for independent learning.......................................... 50
Table 20. Students‘ regression analysis of the demographic, personal and professional
characteristics of teachers as to management of learning ......................................................... 51
Table 21. Teachers‘ regression analysis of the demographic, personal and professional
characteristics of teachers as to commitment ........................................................................... 52
Table 22. Regression analysis of the demographic, personal and professional characteristics of
teachers as to knowledge of subject ......................................................................................... 53
Table 23. Regression analysis of the demographic, personal and professional characteristics of
teachers as to teaching for independent learning ...................................................................... 55
Table 24. Regression analysis of the demographic, personal and professional
characteristics of teachers as to management of learning ......................................................... 57
vii
LIST OF FIGURES
Fig.1. Variables in the study on correlates of teachers‘ performance,
basis for an enhancement program ........................................................................................... 24
Fig. 2.Location of respondent colleges in TNU,
Thai Nguyen City, Thai Nguyen Province, Viet Nam ............................................................. 26
viii
ABSTRACT
TITLE OF RESEARCH Correlates of Teachers’ Performance: Basis for
enhancement program at Thai Nguyen University
RESEARCHER NGUYEN DINH YEN (KAKA)
DEGREE CONFERRED Doctor of Educational Management
NAME/ADDRESS OF
INSTITUTION
Southern Luzon State University
and Thai Nguyen University
ADVISER Dr. Apolonia A. Espinosa
YEAR WRITTEN 2013-2014
This study generally attempted to determine the correlates of teaching performance
with a viewpoint of developing an enhancement program at College of Thai Nguyen
University (TNU) for school year 2013, 2014. Specifically, it sought to find out the
demographic profile of the respondents as to age, gender, civil status, educational attainment,
position; determine the factors that affect teachers‘ performance as to personal characteristics
(physical, mental, emotional, and social) and professional characteristics (teaching skills,
guidance skills, classroom management skills, and assessment skills); determine teachers‘
performance as to commitment, knowledge of the subject, teaching for independent learning,
and management of learning; ascertain which of the above-mentioned factors predict teachers‘
performance; and develop an enhancement program based from the result of the study. This
research is a descriptive correlational study which was limited only at TNU as locale since
respondents were chosen purposively to include the total population of 145 teachers and
administrators of TNU, and 738 randomly selected students from the different colleges of
TNU, who were asked to answer a researcher-constructed questionnaire. The study used
arithmetic mean and regression analysis to examine the correlates of teacher‘s performance at
Thai Nguyen University. In the light of the finding, the following conclusions are drawn: The
student-respondents in the study, which comprised the greatest number, were single, college
students whose age ranged from 18-25 years old, and who equally represented both genders.
The teacher-respondents in this study were mostly married, female teachers whose age ranged
from 23 to 53 years old and who mostly possess MA/MS degrees. The personal and
ix
professional characteristics of teachers were generally viewed by respondents to affect
teaching performance. Respondents viewed the performance of teachers as very satisfactory.
The factors that predict teachers‘ performance as to commitment were mostly attributed to
their professional characteristics; knowledge of subject matter, mostly relate in their personal
and professional skills and their demographic profile; teaching for independent learning,
mostly relate in their professional characteristics and demographic profile; and management
of learning, mostly relate in their personal and professional characteristics. Finally, the
enhancement program is ready for implementation. In light of the findings and conclusions, it
was recommended that teachers should consider making personal and professional
development a top priority to ensure quality in their teaching. The Thai Nguyen University
administration should adapt or adopt the enhancement program developed in this study for its
teaching safeguard the students‘ and the community‘s right to quality education. Likewise,
Teachers and administrators, not only in TNU, should help one another to periodically assess
teaching performance and its correlates to keep track of potential influencing factors that may
induce or discourage quality teaching. As a final point, future researchers may pursue a
similar study, following or modifying the methodologies of this study in their own areas or
Universities to aid teachers in reflecting on how they can improve personally and
professionally.
1
Chapter I
INTRODUCTION
Education is the sector that plays a big role in shaping the destiny of people in the
future. It serves as a social instrument that provides knowledge to people in schools and
colleges not merely for the sake of facilitating continuity of culture butalso rationally
change the material foundations of civilization. Education should help in improving the
studentsand introduce ideas and values that will arm them with capabilities and
skillsneeded in their work.
Higher education has several purposes - and one of the most important is to
promote citizenship. The second purpose is preparing people to be good human beings, to
be good members of families, to be the kind of parents that create responsible families and
communities. The other purpose involves educating people with world-competitive skills.
Having said these, the teacher is the most important factor in the field of education.
Teachers develop performance style characteristic to their ways of relating to the world,
perceptually as well as cognitively. A person is, therefore, likely to act in a way that
maximizes the use of his aptitudes. Similarly, teacher‘s positive attitude towards teaching
and higher aspiration level determines his positive perception of the environments.
An effective teacher development design should have an exhaustive measure of
these factors so as to foster necessary skills and attitudes amongst prospective teachers.
The exclusive weight age to knowledge alone should be dispensed in favor of more activity
oriented programs which have direct bearing on actual classroom situation (UNESCO, 2002).
Teaching is the conscious planning and management of a situation in which a
learner tries to overcome the learning problems. It should comprise a series of actions
intended to facilitate learning as teachingfor itis a multifaceted set of activities. The
teachers, therefore, need to be a master of the subject matter as well as an expert in the way
content isdelivered across a potentially diverse set of students. Thus knowing the ‗how‘ of
teaching is as important as the what of teaching.
As teaching is considered to be a complex activity, the scholars and researchers in
the field of education have since embarked on exploring into and analyzing the
teaching phenomenon. However it is universally recognized that teachers‘ instructional
performance plays a key role in students‘ learning and academic achievement
(Usop, Askandar, Kadtong, and Usop, 2013).
2
Performance is actions of a person or group during the task. Job performance is the
product of a combination of an individual‘s motivation and ability. In 1976 the term
students evaluation of teachers‘ performance first gained familiarity in the ERIC system.
From 1976-1984 there were 1055 studies on students‘ evaluation of teachers performance.
These studies mostly found out that the performance of the teacher whether she is effective
or not effective is not usually measured by the quality of the students she has produced.
More often the teacher is blamed if the students failed to manifest the expected behavior
and the kind of learning they gained during the period of schooling. This quality learning
refers to the performance of the students in the academic and their chosen field of
specialization in the school and even outside. Moreover, if the students were able to land a
good job and become successful, then they were given quality teaching and learned with
laurels from her mentors with patience for years. This is common baseline of teachers'
effectiveness in the world of education. According to Lardizabal, Bustos, Bucu, &Tangco,
(1991), teaching is effective to the extent that a competent teacher acts in ways that are
favorable to the development of a desirable personality. This competency of the teachers
will create a long lasting impact on the part of students. And to the teachers, they are
effective if they are capable of bringing about a desired behavioral change in the students.
In response to the No Child Left Behind law and the need for ―highly qualified‖
teachers, state education departments, institutions of higher learning, and school divisions
around the world have been struggling to set criteria that ensure highly qualified educators
to man the educational landscape (Thompson, Greer, and Greer, 2004). In a study that
examined empirical studies of teacher quality and qualifications, Rice (2003) found five
broad categories of teacher attributes that appear to contribute to teacher quality: ―(1)
experience, (2) preparation programs and degrees, (3) type of certification, (4) coursework
taken in preparation for the profession, and (5) teachers‘ own test scores. The study of
Wayne and Youngs (2003) also dealt with teacher quality which examined the
characteristics of effective teachers and their connection to student effectiveness. They
established that ―students learn more from teachers with certain characteristics.Teachers
differ greatly in their effectiveness, but teachers with and without different qualifications
differ only a little‖ (p. 100-101).
Berry (2002), as cited by Thompson, Greer, and Greer, 2004) found out that studies
about teaching performance appear to have a ―singular focus on content knowledge‖ (p.1)
despite the notion that teacher qualities are equally important in the profession. Because of
3
this, he stated that educators must also know ―how to organize and teach their lessons in
ways that assure diverse students can learn those subjectsHighly qualified teachers don‘t
just teach well-designed, standards-based lessons: They know how and why their students
learn‖ (p.2).This is perhaps why former studies would argue that good teachers are
characterized as caring, supportive, concernedabout the welfare of students, knowledgeable
about their subject matter, able toget along with parentsand genuinely excited about the
work that they do.
Citing their study on characteristics of favorite teachers they asked at the start of
the class, Thompson, Greer, and Greer (2004) found out that the personal characteristics of
effective teachers revolve around an encompassing theme of caring. Noddings (2001)
clarified that caring is demonstrated in numerous ways including being attentive and
receptive. Noddingshighlighted, ―A caring teacher is someone who has demonstrated that
she [he] can establish, more or less regularly, relations of care in a wide variety of
situations[and] will want the best for that person‖ (p. 100-101). The relationship of
teacher and student, giving and receiving care, is a continuous one, lasting over time and
involving intimate and personal understanding. In addition, Noddings connects caring with
preparation and organization. Students recognize caring in teachers who are prepared and
organized. This philosophy of caring permeates the actions of teachers students remember best.
There are many factors that influence the teachers‘ job performance such as
personal characteristics (Love of learning, Compassionate, Honesty, Patience, Sense of
Humor, Creative/Flexible, Enthusiasm) and professional characteristics (Instructional
Skills, Classroom Management Skills, Assessment Skills)etc.Swarts, White, Stuck, and
Patterson (1990) assessed teaching performance on five teaching functions: instructional
presentations, instructional monitoring, instructional feedback, management of
instructional time and management of students‘ behavior.
Ferris, Bergin, and Wayne (1988) identified teachers' job performance on seven
performance dimensions. These were preparation and planning, effectiveness in presenting
subject matter, poise, relations with students, self-improvement, relations with other staff
and relations with parents & community.
Jahangir (1988) judged the performance of teachers on four categories of
teaching behavior, namely, intellect, teachers‘ personality, teaching techniques and
interaction with students. Riaz (2000) measured teachers‘ performance on factors such as
4
teaching competence demonstrated, motivational skills, teachers‘ attitudetoward students
and fairness in grading.
Background of the study
The factors affecting the performance of teachers are of two types, the external
factors and the internal factors. There are many external factors affecting how a teacher
makes decisions in the classroom. While it is difficult to attach any order of significance to
these factors, because every teacher is different, they will include to some degree, the
expectations of the community, the particular school system in which the teacher is
employed, the school itself, the grade policies, the parents and the students. Many of the
expectations from these external factors will appear conflicting and it is the classroom
teachers who weld these into a workable framework while integrating a range of internal
factors. Individual beliefs about teachers how students learn most effectively, how to teach
in particular discipline or key learning area. The match between individuals beliefs about
teachers are best teaching practice and whether they can personally meet these demands in
the classroom is crucial. The teachers own preferred ways of thinking, acting and seeing
the world, learners and learning will also be affected by the availability of resources both
human and physical (Groundwater and Cornu, 2002)
Thai Nguyen University (TNU) was established by Decree No. 31 dated on April
4
th
1994 of the Government on the basis of the arrangement, reorganization of the
university and vocational training under the Ministry of Education and Training in Thai
Nguyen. Currently TNU consists of seven universities, one college and two faculties, a
defense education center, a learning resource center, publisher, hospital and high university
for practicing the functional and scientific units for training and research.
TNU is implementing the guiding ideology of the party expressed through
resolutions of the eighth National Party Congress, which is to build training centers for
research education and high-quality technology transferring in the region. For over 10
years, the consistent policy of the Party and the State is to build and develop TNU and in
fact, TNU has demonstrated the role, its position in the Vietnamese higher education
system, particularly with the midlands and mountainous areas of northern Vietnam.
Currently, at TNU there are 2587 teaching staff, including 230 doctors, 2
professors, 65 associate professors, over 780 masters and 200 PhD students, percentage of
lecturers on the payroll process postgraduate degree from universities accounted for 66%.
5
Little research appears to have been carried out on factors that improve teachers‘
job performance, especially at Thai Nguyen University. The present study was thus
carried out to judge teachers‘ performance on the factors of personal characteristics
and professional characteristics. The present study will address the urgent need for base
information to improve the teaching learning process. It is believed that if the factors that
influence teachers‘ performance at higher education level are controlled, the quality of
education and teaching learning process as a whole would become more effective.
Objectives of Study
This study determined the correlates of teaching performance with a viewpoint of
developing an enhancement program at College of Thai Nguyen University (TNU) for
school year 2013, 2014. Specifically, it sought to address the following:
1. Find out the demographic profile of the respondents as to
1.1 Age,
1.2 Gender,
1.3 Civil status,
1.4 Educational attainment,
1.5 Position;
2. Determine the factors that affect teachers‘ performance as to:
2.1. Personal characteristics:
2.1.1. Physical,
2.1.2. Mental,
2.1.3. Emotional, and
2.1.4. Social;
2.2. Professional characteristics:
2.2.1. Teaching skills,
2.2.2. Guidance skills,
2.2.3. ClassroomManagement skills, and
2.2.4. Assessment skills.
3. Determine teachers‘ performance as to:
3.1. Commitment,
3.2. Knowledge of the subject,
3.3. Teaching for independent learning,
3.4. Management of learning;
6
4. Ascertain which of the above-mentioned factors predict teachers‘
performance.
5. Develop an enhancement program based from the result of the study.
Null Hypothesis
1. None of the above mentioned factors predict teachers‘ performance.
Significance of the Study
This study was conducted in hope that the findings will be useful for students,
teachers, deans and educational planners of Thai Nguyen University, and future
researchers who wish to embark on the same topic.
Studentsof TNU. This study will benefit them more importantly because the
findings of this study will aid the administration of Thai Nguyen University to draft
appropriate actions to ensure that students are taught by teachers who are qualified in their
respective fields. Eventually, they will be confident that they will graduate with the
appropriate skills and competencies in their professions because the teachers who taught
them have been holistically conditioned to be excellent in their fields.
Teachersat TNU. As teachers are usually overwhelmed by academic workload and
personal life every day, they tend to forget about reflecting whether their performance
could still productively address the expectations of the community on them. Studies such
as this one will not only let them keep track on what seems to be affecting/ influencing
their performance as teachers, it will likewise give them opportunities to explore
possibilities to enhance themselves with the aid of the TNU administration.
Deans and Educational Planners.Since performance of teachers in teaching and
that of students inside and outside of the University reflects much on the kind of
leadership, priorities, and idealisms of supervisors, educational planners, and the
University administration in general, studies such as this one will enable them to keep
track on the performance of the people – the teaching staff - who have the collective power
o... educators. They added that evaluation and accountability are more widely
practiced with teachers than at other levels in school organization. Teachers usually have
three sources of data which include:
20
1. Pupil scores on standardized tests;
2. Notes made following two or three classroom visits; and
3. The completion of a judgmental checklist of behaviors not related to pupil
outcomes.
OECD (2013) argues that effective teacher evaluation can also help schools to
become sensitive to individual talent, performance and motivation. In order to do so, it
suggested a standardization of evaluation procedures from the national to local level in
consideration of international standards.
1. Design a coherent framework for evaluation and accountability with the student
at the center.
2. Include a balance of components, such as measures of student outcomes,
system-level indicators with basic demographic, administrative and contextual information,
and research and analysis to inform planning, intervention and policy development.
3. Promote national consistency while allowing for local diversity.
4. Engage the non-public sector.
5. Fill the gaps to achieve a balanced framework for evaluation and accountability.
6. Establish connections between different components of the framework.
7. Give a role to independent evaluation agencies.
8. Prioritize and sustain efforts to improve the capacity for evaluation.
9. Engage and respect the professionalism of stakeholders.
10. Emphasize the improvement function of evaluation and assessment and links to
the classroom.
11. Maintain sound knowledge management.
12. Clearly communicate the purpose and results of the evaluation.
In connection to this, Lardizabalet al. indicated statements that could better assess
the guidance skills of teachers.
1. Uses specific criteria for the accurate evaluation of individual performance
2. Selects, evolves, and utilizes criterion-referenced tests
3. Analyzes and interprets evaluation result skillfully
4. Utilizes evaluation results as a basis for improving instruction
The preceding statements prove that teaching is not an easy task. It requires
21
individuals to possess different skills that are regarded as inherent in the profession.
Disregarding even one of such skills can spell a large difference not just for the school, but
more importantly for the students. Hence, school administrators should always be on guard
and ensure that skills which may collectively be regarded as their weakness should be
strengthened on the in-service teachers through enhancement programsthat administrators
may develop as informed by research.
Teaching Performance
Teacher‘s performance in teaching has been a widely popular research area among
educators and scholars. It is a common belief among educators that the skills that teachers
possess tell a lot about how much intellectual development a child may receive under
his/her tutelage. The succeeding paragraphs summarize notable studies related to teacher
performance evaluation in hope of aiding essential explanations on possible findings in
this study.
Capitalizing on the notion that teacher quality is the most important variable in
increasing student achievement,Schacter (n.d.) reviewed notable research on teacher
quality and proposed a possible action school administrators can take based on his
findings. He noted that because other measures of teacher quality have had little to no
effect on student achievement or ratings of teachers‘ classroom teaching, measuring
teacher performance provides a promising and practical solution. Measures of teacher
performance, he continued, must be both comprehensive enough to capture the essence of
good teaching, and also provide for student achievement accountability metrics the public
can readily understand.
Podgursky and Springer (2007) examined the economic case for performance-
related pay in K–12education in the United States. Their evaluation of literature on
performance-related compensation schemes in education has led them to see diversity in
terms of incentive design, population, type of incentive(group versus individual), strength
of study design, and duration of the incentive program. They found that while the literature
is not sufficiently robust to prescribe how systems should be designed—for example,
optimal size of bonuses, and mix of individual versus group incentives— it is sufficiently
positive to suggest that further experiments and pilot programs by districts and states are
very much in order. They pointed out that these programs be introduced in a manner
amenable to effective evaluation.
22
Investigating whether teacher evaluation can improve teaching, Taylor and Tyler
(2012) studied practice-based assessment, an approach to teacher evaluation that relies on
multiple, highly structured classroom observations conducted by experienced peer teachers
and administrators. They discovered that greater teacher performance as measured by
student achievement gains in years strongly suggest that teachers develop skills or
otherwise change their behavior in a lasting manner as a result of undergoing subjective
performance evaluation. The results of their study provide evidence that subjective
evaluation can improve employee performance, even after the evaluation period ends.
They finally pointed out that if done well, performance evaluation can be an effective form
of teacher professional development.
Figlio andKenny (2007) systematically documented the relationship between
individual teacher performance incentives and student achievement using the United States
data. They found that test scores are higher in schools that offer individual financial
incentives for good performance. Moreover, they said that the estimated relationship
between the presence of merit pay in teacher compensation and student test scores is
strongest in schools that may have the least parental oversight. They finalized that the
association between teacher incentives and student performance could be due to better
schools adopting teacher incentives or to teacher incentives eliciting more effort from
teachers.
Sass, T. R.& Harris, D. (2012) examined the measurement and prediction of worker
productivity using a sample of teachers and school principals. We find that principals‘
evaluations are positively associated with teachers‘ estimated contributions to students‘ test
scores (value-added), and are better predictors of teacher value-added than are teacher
credentials. Principals‘ assessments of teachers‘ cognitive and non-cognitive skills are
strongly associated with principals‘ overall teacher evaluations and to a lesser extent with
teacher value-added. While past teacher value-added predicts future value-added,
principals‘ subjective ratings can provide additional information, particularly when prior
value-added measures are based on a single year of teacher performance.
Meanwhile, Goldhaber&Hansen (2010) explored the potential for using value
added model (VAM) estimates as the primary criteria for rewarding teachers with tenure, a
policy reform currently under consideration. The evidence that he found that observable
teacher characteristics are only weakly related to teacher productivity makes effective
teacher quality policies elusive, and has led some to call for using more direct measures of
23
teacher performance to determine employment eligibility (or compensation). Such
evidence showed that VAM measures of teacher effectiveness are stable enough that early
career estimates of teacher effectiveness predict student achievement at least three years
later, and do so far better than observable teacher characteristics. This finding lends
credence to the notion that these implicit measures of teacher quality are a reasonable
metric to use as a factor in making substantive personnel decisions.
Studies on teacher performance have been relatively extensive in different
countries, particularly in the United States. In many third world countries, such studies
have been given little attention due to other priority needs such as facilities, qualified
teachers and personnel and many others. However, as studies previously highlighted in this
chapter show, a comprehensive and reliable evaluation measures on teacher performance
may create a large difference in the teaching and learning process. Hence, this study will
attempt to address such need by correlating teacher characteristics and actual teaching
performance at Thai Nguyen University. The result will be further used in designing an
enhancement program to strengthen teaching performance in the University and eventually
students‘ learning in the long run.
Conceptual Framework
The idea of quality education to be mainly attributed to the performance of teachers
has been widely acknowledged by various researchers and scholars in the field of
pedagogyas proven by the wealth of literature in the area. This is why careful attention has
always been given to evaluation of teacher‘s performance in Colleges and Universities to
see whether they meet the expected competencies for them to successfully produce
graduates who can comply with the demands in the workplace.Different aspects of teacher
evaluation criteria have been set by scholars in the field whose works are cited in this
study. Such scholars and researchers emphasize the personal and professional
characteristics of teachers as determiners of teaching competence. This is why the two
general concepts along with their specific characteristic areas have been considered for this
study to arrive at the evaluation of the competencies of the teachers (see Fig. 1).
However, despite this, low rating in teacher evaluation sometimes result in the
teacher being dismissed from work. In certain institutions, they do evaluate their teachers,
but they just forget about it afterwards because the evaluation serves merely as a form of
complying with institutional policies.Post assessment activities and programs are often
neglected due to the plethora of responsibilities teachers face in the workplace. Aside from
24
this, some educational institution view personal and professional development as a
personal responsibility of the teacher. In practical sense, personal and professional
development of teachers should be a shared responsibility of the school administration and
the teacher themselves.This notion particularly calls for a follow-up enhancement program
for the teachers to address certain problems and in turn genuinely deliver quality education
in Universities such as the Thai Nguyen University.
Thus, as basis for possible programs for teacher development at Thai Nguyen
University, their characteristics and teaching performance that can be derived through this
study could serve as gauges in drafting a program that is more relevant to the teachers‘
personal and professional needs. In the long run, when the program is fully implemented
and continuously applied, there canbe greater confidence in seeing growth not only on the
part of the teacher, but also among the students in general.
Research Paradigm
Fig.1. Variables in the study on correlates of teachers’ performance,
basis for an enhancement program
Figure 1 shows the variables in the study on correlates of teachers‘ performance,
basis for an enhancement program. The figure highlights two variables: dependent and
independent, whose corresponding result will be used as basis for the enhancement
Independent variables Dependent variable
Demographic Profile
Personal characteristics:
1. Physical;
2. Mental;
3. Emotional;
4. Social;
Professional characteristics:
1. Teaching skills;
2. Guidance skills;
3. Management skills;
4. Evaluation skills
Teachers’ performance
1. Commitment;
2. Knowledge of the subject;
3. Teaching for Independent
Learning;
4. Management of Learning
ENHANCEMENT PROGRAM ATTHAINGUYEN UNIVERSITY
25
program at Thai Nguyen University. The independent variables in the study include
demographic profile, personal and professional characteristics of teachers at TNU derived
through a survey. Under personal characteristics, physical, mental, emotional, and social
aspects will be underscored. Under professional characteristics, teaching skills, guidance
skills, management skills, and evaluation skills will be taken into account. Results of such
survey will be correlated with the teachers‘ performance rating. The correlation will serve
as basis for an enhancement program to be designed by the researcher.
26
Chapter III
METHODOLOGY
This chapter deals with the locale of the study, research design, population and
sampling, date gathering procedures, and statistical treatment used in the study.
Locale of the Study
This study was conducted in four (04) units of Thai Nguyen University (TNU) at Thai
Nguyen province in Vietnam (see Fig. 2).The colleges include Thai Nguyen University Of
Technology, Thai Nguyen University Of Education, Thai Nguyen University Of Medicine
And Pharmacy, Thai Nguyen University Of Agriculture And Forestry.
Fig. 2.Location of respondent colleges in TNU,
Thai Nguyen City, Thai Nguyen Province, Viet Nam
Research Design
This study used the descriptive correlation design in analyzing the investigated
variables. According to Sevilla, et al. (2004), it is designed to help determine the extent to
27
which different variables are related to each other in the population of interest. They
quoted Fox (2004) stating that the critical distinguishing characteristics are the effort to
estimate a relationship, as distinguished from simple description. This study was conducted
to correlate research factors namely: Personal characteristics and Professional
characteristics of teacher to teaching performance.
Population and Sampling
Teachers and students of colleges at TNU served as the population of this study.
The sample of the study consisted of 145 teachers and 728 students of ten (04) colleges at
TNU who were randomly selected. Table 1 indicates the number of respondents taken from
the colleges of TNU that became part of this study.
Table 1
Respondents’ frequency distribution by colleges
Instrumentation
In this study, the researcher used questionnaires to gather data. The self-constructed
questionnaire was composed of items that pertain to teachers‘ performance as to
commitment, knowledge of the subject, teaching for independent learning, and
management of learning among demographic profile of the respondents as to age, gender,
civil status, educational attainment, and position, factors that affect teachers‘ performance
as to personal characteristics (physical, mental, emotional, social), and professional
characteristics (teaching skills, guidance skills, classroom management skills, evaluation skills).
No TNU
Number of respondents
Teachers Students
1 College of Technology 40 227
2 College of Education 40 252
3 College of Medicine and Pharmacy 32 121
4 Agriculture and Forestry 33 128
Total 145 728
28
Sets of questionnaire were administered to the respondents. They were asked to
supply the demographic information first before putting a check on the response scale that
correspond to their choice.
Data Gathering Procedure
The study was first proposed to a panel of experts in educational management from
Southern Luzon State University and Thai Nguyen University, which was eventually
approved with minor revisions. After thorough reading of pertinent information on the
topic of concern, the researcher constructed a questionnaire. The questionnaire was
validated by the adviser and was further validated by three experts from Southern Luzon
State University and Thai Nguyen University.
Upon approval of the questionnaire, it was administered to groups of lecturers
during their lecture times. All staff members in the Scientific Research Management
Department of the college assisted in administering the questionnaires to different groups
of lecturers. Prior to answering the questionnaire, lecturers were briefed to ensure that the
questionnaires were filled out correctly. Questionnaires were collected immediately after
completion. Group administration of the questionnaire also helped to save data collection
costs. Lecturers were also allowed not to include a name on the survey.
Afterwards, the questionnaire was administered to groups of students during their
learning times. All staff members in the Student Affair Department of the college assisted
in administering the questionnaires to different groups of students. Instructions were given
to the students to ensure that the questionnaires were filled in correctly. Questionnaires
were collected immediately after completion. Group administration of the questionnaire
also helped to save data collection costs. Thestudents were also not required to include a name
on the survey.
Statistical Treatment
To answer the problems in this study, the following statistical tools were applied on
the data collected.
To determine the status of teacher's performance the weighted mean was used. The
formula is:
N
ffff
WM
1234
Where:
WM = Weighted mean
29
N = Number of respondents
f = frequency
Chi-square test, for determining the significant relationship of teachers‘
performance in terms of teachers‘ characteristics and professional. The formula is:
E
EO
X
2
2
Where: X2 = chi-square value
O = observed frequencies
E = expected frequencies
The researcher used the rating scale below and its descriptive ratings for the
questionnaire used in the survey:
Scale Range Scale Descriptive Rating
4 3.26 – 4.00 Strongly Agree (SA)
3 2.51 – 3.25 Agree (A)
2 1.76 – 2.50 Disagree (D)
1 1.00 – 1.75 Strongly Disagree (SD)
Similarly, the following descriptive interpretation aided the researcher in assessing
teacher‘s performance.
Scale Descriptive Rating Qualitative Description
5
Outstanding
The performance almost always exceeds the job
requirements. The faculty is an exceptional role model.
4 Very Satisfactory
The performance meets and often exceeds the job
requirements.
3
Satisfactory
The performance meets job requirements. The faculty is
an exceptional role model.
2
Fair
The performance needs some developments to meet the
job requirements.
1
Poor
The faculty fails to meet the job requirements.
30
According to Le (2007), the size of coefficient was interpreted as follows:
The correlation coefficient R is used to measure the degree of the
relationship between two variables. R squares, which indicates the correlations
between each independent variable and a dependent variable, was employed to
show how well a dependent variable was explained by an independent variable.
R = 0 no correlation
R<0.3 & R
2
<0.1 small or weak correlation
0.3 ≤ R < 0.5 & 0.1 ≤ R2< 0.5 medium correlation
0.5 ≤ R < 0.7 & 0.25≤ R2 < 0.5 rather large or strong correlation
0.7 ≤ R < 0.9 & 0.5≤ R < 0.8 large or strong correlation
0.9 ≤ R & 0.8≤ R2 perfect correlation
31
Chapter IV
RESULTS AND DISCUSSION
This chapter includes the different tables which present the data of the findings in
this study with their respective interpretation. The data were analyzed and interpreted, so
that conclusions and recommendations could be drawn from the study.
Table 2
Frequency and percentage distribution of the respondents as to school
Colleges Frequency Percentage Frequency Percentage
Teachers Students
The College of Agriculture
and Forestry
33 22.8 128 17.6
The College of Education 40 27.6 227 31.2
The College of Engineering
and Technology
40 27.6 252 34.6
The College of Medicine and
Pharmacy
32 22.1 121 16.6
Total 145 100.0 728 100.0
Table 2 showed the frequency and percentage distribution of the respondents as to
school. The number of teachers of the college of Education was 40 (27.6%), equal to the
number of teachers at the college of Engineering and Technology Agriculture and Forestry.
The number of teachers at the college of Agriculture and Forestry was 33, accounting for
22% and the teachers at the college of Medicine and Pharmacy are 32, taking up 22.1%.
Aside from this, the number of students- respondents was 728, in which the students at the
college of Agriculture and Forestry were 128(17.6%); the students at the college of
Education were 227 (31.2%); the students at the college of Engineering and Technology
were 252 (34.6%) and the rest are the students at the college of Medicine and Pharmacy
were 121 (16.6%).
32
Part I. Profile of respondents
Table 3
Profile of Students - Respondents
Table 3 presented the profile of students – respondents. As shown in Table 2,
among 728 respondents, one hundred and forty six (146) or 20.1 percent were 18 years old;
24 percent were 19 years old and also were 22 years old. 17 respondents belong to 20years
old while 151 respondents belong to 21years old. There were 43 respondents who were 23
years old, 19 students who were 24 and only 2 students who were 25 year old. The table
also shows that 363 out of 728 students or 49.9 percent were male and 365 respondents or
50.1 percent were female. All of the students were single (100 percent). The table also
Variables Frequency Percentage
Age
Total
18 yrs.old
19 yrs.old
20 yrs.old
21 yrs.old
22 yrs.old
23 yrs.old
24 yrs.old
25 yrs.old
146
175
17
151
175
43
19
2
728
20.1
24.0
2.3
20.7
24.0
5.9
2.6
0.3
100.0
Gender:
Total
Male
Female
363
365
728
49.9
50.1
100.0
Civil Status
Total
Single
Married
728
0
728
100.0
0
100.0
Educational
Attainment
Total
fist year student
second year student
third year student
forth year student
fifth year student
242
98
166
202
20
728
33.2
13.5
22.8
27.7
2.7
100.0
33
displayed that among 728 students, 242 were first year students; 202 were forth year
students; 166 were third year students; 98 were second year students and only 20 were fifth ones.
Table 4
Profile of Teachers – Respondents
As can be seen in Table 4, among 145 respondents, 32.3% respondentswere from
26 to 28 years old, and a lower number of respondents were from 33 to 35 years old.
14.5% respondents belong to 29 to 32 years old and also between 36 to 38 years old. There
were only 9% of the respondents who were 23 to 25 years old; 0,7%were from 29to 41
Variables Frequency Percentage
Age
Total
23 – 25 yrs.old
26 – 28 yrs.old
29 – 32 yrs.old
33 – 35 yrs.old
36 – 38 yrs.old
39 – 41 yrs.old
42 – 44 yrs.old
45 – 47 yrs.old
48 – 50 yrs.old
51 – 53 yrs.old
13
47
21
36
21
1
3
1
0
2
145
9.0
32.3
14.5
24.8
14.5
0.7
2.1
0.7
0.0
1.4
100.0
Gender:
Total
Male
Female
61
84
145
42.1
57.9
100.0
Civil Status
Total
Single
Married
24
121
145
16.6
83.4
100.0
Educational
Attainment
Total
BS
MA/MS units
MA/MS
Doctoral units
PhD/EdD
6
5
86
30
18
145
4.1
3.4
59.3
20.7
12.4
100.0
34
years old; 2,1% were from 42 to44 years old; 1,4% were from 41 to 53 years old and there
was no respondent was from 48 to 50 years old. Table 4 showed that 61 out of 145 teachers
or 42.1 percent are male and 84 respondents or 57.9 percent are female, 24 respondents or
16.6% are single; 121 or 83.4 percent are married. Most of respondents or 59.3 % are
MA‘s degree holders; 30 respondents or 20.7% take doctoral units; 18% are PhDs/EdDs
holders; 6% are BS takers and the rest of the respondents, 5 are MA/MS unit takers.
Part II. Personal Characteristics and Professional Characteristics of Teachers
Table 5
Weighted mean distribution of the personal characteristics of teachers
as to physical aspects
Statements Teachers Students
The teacher WM QD WM QD
1.has pleasing physical appearance 3.18 A 3.33 SA
2.exhibits good taste in the selection and wearing of clothes 3.43 SA 3.47 SA
3. shows self-control in the choice of accessories 3.65 SA 3.26 SA
4. has good poise. 3.79 SA 3.42 SA
5. shows confidence through smiles and eye contact. 3.70 SA 3.47 SA
6. has impressive communication skills. 3.39 SA 3.48 SA
7. has pleasant voice. 3.25 SA 3.46 SA
8. demonstrates self-confidence in her well-being. 3.39 SA 3.23 A
9. shows evidence of strong physical health. 3.42 SA 3.13 A
10. has no irritating mannerisms. 3.49 SA 3.39 SA
Average Weighted Mean 3.47 SA 3.36 SA
Legend:
3.4 – 4.0 Strongly agree 1.8 –2.5 Disagree
2.6 – 3.3 Agree 1–1.7 Strongly disagree
Table 5 displayed the weighted mean distribution of the personal characteristics of
teachers as to physical aspects. As can be seen in the table, the average weighted mean of
10 items for teachers was 3.47 and 3.36 for students. It means that the teachers and
students strongly agreed with all the items of this table. In detail, the teacher strongly
agreedwith items 4, 5, 3, 10, 2, 9 with the range from 3.42 to 3.79. The rest of the items, 6,
8, 7, 1 belonging to the weighted mean range from 3.18 to 3.39 explained that the teacher
agreed with the characteristics in these items. Besides, the students strongly agreed with
the items 6, 5, 2, 7, 4 which range from 3.42 to 3.48. In addition, they agreed with the
characteristics in items 10, 1, 3, 8, 9 in which the weighted mean range from 3.13 to 3.39.
35
The result is in accordance with Barr‘s (1958 cited in Orstein, 1990) statement
about personal characteristics of teachers which particularly recognizes ―attractiveness‖ of
the teacher as one of the characteristics important for successful teaching. Aquino‘s (2003)
statement also coincides with it when he mentioned that good grooming and poise
contribute to becoming a superior teacher.
Table 6
Weighted mean distribution of the personal characteristics
ofteachers as to mental aspects
Statements Teachers Students
The teacher
WM QD WM Q
D
1. has foresight in planning his/her activities.
3.39 SA 3.37 S
A
2. has insight into the abilities and interests of his
students.
3.39 SA 3.46 S
A
3. thinks critically.
3.46 SA 3.27 S
A
4. practices fairness and equality among his students.
3.60 SA 3.62 S
A
5. anticipates and reacts properly to students in social
situations.
3.41 SA 3.39 S
A
6. foresees and attempts to resolve potential difficulties.
3.28 SA 3.23 S
A
7. anticipates individual cognitive needs of students.
3.39 SA 3.34 S
A
8. has sense of humor. 3.39 SA 3.22 A
9. shows evidence of mental health and stability.
3.52 SA 3.26 S
A
10. shows evidence of sound decision-making.
3.53 SA 3.37 S
A
Average Weighted Mean
3.44 SA 3.35 S
A
Legend:
3.4 – 4.0 Strongly agree 1.8 –2.5 Disagree
2.6 – 3.3 Agree 1–1.7 Strongly disagree
Table 6 displayed theweighted mean distribution of the personal characteristics of
teachers as to mental aspects. As can be seen, the teachers strongly agreed with these
characteristics as to mental aspect (3.44) and the students agreed with these ones (3.35).
Among ten items in the table, the teacher strongly agreed with items 4, 10, 9, 3, 5 having
weighted mean range from 3.41 to 3.60. Item 1,2,7,8 had the same weighted mean values,
36
3.39, which displayed that the teachers agreed with these characteristics and the lower
value in item 6, 3.28 shows that the teacher also agreed with the characteristic ―the teacher
foresees and attempts to resolve potential difficulties‖. Besides, the weighted mean values
3.62 in item 4, 3.46 in item 2 represented that the students strongly agreed with the
characteristics in these items. The rest of the items with the weighted mean values from
3.22 to 3.39 showed that the students agreed with the characteristics in items 5, 10, 7, 1, 3, 9, 6, 8.
This is why Lardizabal, et al. (1991) noted that before a teacher becomes one,
he/she must undergo several years of pre-service training to master his/her subject matter,
be adept with professional education, and revitalize his/her understanding of basic
knowledge.
Table 7
Weighted mean distribution of the personal characteristics of teachers
as to emotional aspects
Statements Teachers Students
The teacher WM QD WM QD
1. values feelings and morale. 3.39 SA 3.21 A
2. deals with his students fairly and justly. 3.70 SA 3.60 SA
3. possesses strong will power and conviction. 3.19 A 3.20 A
4. projects integrity and dignity. 3.58 SA 3.56 SA
5. keeps her composure during crucial times. 3.47 SA 3.51 SA
6. is patient. 3.43 SA 3.39 SA
7. helps students with emotional as well as educational
problems.
3.41 SA 3.27 SA
8. stimulates interest and curiosity in a particular lesson. 3.74 SA 3.37 SA
9. encourages students to ask questions confidently. 3.83 SA 3.47 SA
10. shows evidence of emotional soundness. 3.40 SA 3.45 SA
Average Weighted Mean 3.51 SA 3.40 SA
Legend:
3.4 – 4.0 Strongly agree 1.8 –2.5 Disagree
2.6 – 3.3 Agree 1–1.7 Strongly disagree
Table 7 represented the weighted mean distribution of the personal characteristics
of teachersas to emotional aspects. The teachers strongly agreed with 8 items out of 10
items in this table which the weighted mean values ranked from 3.40 to 3.83belonging to
37
items 9, 8, 2, 4, 5, 6, 7, 10. It also showed that the teachers agreed with the rest of the
items, item 1 (3.39), i...pare different ways of explaining the
material (real-life examples, analogies,
visuals, etc.) to catch the attention of more
students and appeal to different learning
styles
- make the class interesting enough that
students are paying attention by using
active learning strategies, such as pair
work or group work.
- have colleague observe and critique the
teacher‘s teaching
- Focus on student activities rather than
63
2. Guidance
skills
teacher activities
- applying activities that appropriate with
students‘ level.
- set the time required for the set
activities.
- give clear instructions before giving
tasks.
- create a collaborative environment for
students by using pair work or group
work.
- be a facilitator to help students during
class to help them achieve the task.
- be sure to have the attention of everyone
in the classroom before starting the lesson.
- tell the students exactly what they are
doing and set the time for each task.
- circulate the class the check the students‘
progress.
64
3. Management
skills
4. Evaluation
skills
- create a class as a warm cheery place
and maintain the class disciplines.
- make ample use of praise before good
behavior.
- plan to check for understanding and
develop a conclusion or a preview.
- decide what to assess, how to assess, and
how to respond to the information gained
through the assessment.
- improve the quality of student learning,
not to provide evidence for evaluating or
grading.
- the assessment technique is chosen to fit
the subject matter and the need of
particular class.
64
Chapter V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings in the study, conclusions derived from
the results, and recommendations.
Summary
This study generally attempted to determine the correlates of teaching performance
with a viewpoint of developing an enhancement program at College of Thai Nguyen
University (TNU) for school year 2013, 2014. Specifically, it sought to address the following:
1. Find out the demographic profile of the respondents as to
1.1. Age,
1.2. Gender,
1.3. Civil status,
1.4. Educational attainment,
1.5. Position;
2. Determine the factors that affect teachers‘ performance as to:
2.1. Personal characteristics:
2.1.1. Physical,
2.1.2. Mental,
2.1.3. Emotional, and
2.1.4 Social;
2.2. Professional characteristics:
2.2.1. Teaching skills,
2.2.2. Guidance skills,
2.2.3.Classroom Management skills, and
2.2.4. Assessment skills.
3. Determine teachers‘ performance as to:
3.1. Commitment,
3.2. Knowledge of the subject,
65
3.3. Teaching for independent learning,
3.4. Management of learning;
4. Ascertain which of the above-mentioned factors predict teachers‘ performance;
5. Develop an enhancement program based from the result of the study.
This research is a descriptive correlational study was limited only at TNU as locale
since respondents were chosen purposively to include the total population of teachers and
administrators of TNU, and randomly selected students from the different colleges of TNU,
who were asked to answer a researcher-constructed questionnaire. The study usedarithmetic
mean and regression analysis to examine the correlates of teacher‘s performance at Thai
Nguyen University.
Findings
Based on the gathered data, the researcher found out:
1. The number of teachers of the college of Education was 40 (27.6%), equal to the number of
teachers at the college of Engineering and Technology Agriculture and Forestry. The number
of teachers at the college of Agriculture and Forestry was 33, accounting for 22% and the
teachers at the college of Medicine and Pharmacy were 32, taking up 22.1%. Aside from this,
the number of students- respondents was 728, in which the students at the college of
Agriculture and Forestry were 128(17.6%); the students at the college of Education are 227
(31.2%); the students at the college of Engineering and Technology were 252 (34.6%) and the
rest are the students at the college of Medicine and Pharmacy were 121 (16.6%).
In the case of student-respondents, one hundred and forty six (146) or 20.1
percentwere 18 years old; 24 percent were 19 years old and also were 22 years old. Seventeen
respondents belong to 20years old while 151 respondents belong to 21years old. There were
43 respondents who were 23 years old, 19 students who were 24 and only 2 students who
were 25 year old. In addition, 363 out of 728 students or 49.9 percent were male and 365
respondents or 50.1 percent were female. All of the students were single (100 percent).
Among 728 students, 242 were first year students; 202 were forth year students; 166 were
third year students; 98 were second year students and only 20 were fifth ones.
In the case of the teacher-respondents, among 145 respondents, 32.3%
respondentswere from 26 to 28 years old, and a lower number of respondents were from 33 to
35 years old. 14.5% respondents belong to 29 to 32 years old and also between 36 to 38 years
old. There were only 9% of the respondents who were 23 to 25 years old; 0,7%were from
66
29to 41 years old; 2,1% were from 42 to44 years old; 1,4% were from 41 to 53 years old and
there was no respondent was from 48 to 50 years old. Table 4 showed that 61 out of 145
teachers or 42.1 percent were male and 84 respondents or 57.9 percent were female, 24
respondents or 16.6% were single; 121 or 83.4 percent were married. Most of respondents or
59.3 % were MA‘s degree holders; 30 respondents or 20.7% take doctoral units; 18% were
PhDs/EdDs holders; 6% were BS takers and the rest of the respondents, 5 were MA/MS unit takers.
2. The factors in relation to personal characteristics that affect teaching performance as
viewed by student- and teacher- respondents resulted in the following:
As to physical aspects, average weighted mean (AWM) of teachers‘ responses and
students‘ responses were 3.37 and 3.36 respectively, or strongly agree;
As to mental aspects, AWM of teachers‘ responses and students‘ responses were 3.44
and 3.35respectively, or strongly agree;
As to emotional aspects, AWM of teachers‘ responses and students‘ responses were
3.51 and 3.40 respectively, or strongly agree; and
As to social aspects, AWM of teachers‘ responses and students‘ responses were 3.30
and 3.36 respectively, or strongly agree.
The factors in relation to professional characteristics that affect teaching performance
as viewed by student- and teacher- respondents resulted in the following:
As to teaching skills, average weighted mean (AWM) of teachers‘ responses and
students‘ responses were 3.43 and 3.37 respectively, or strongly agree;
As to management skills, AWM of teachers‘ responses and students‘ responses were
3.26 and 3.34 respectively, or strongly agree;
As to evaluation skills, AWM of teachers‘ responses and students‘ responses were
3.19 and 3.31, or agree and strongly agreerespectively; and
As to evaluation skills, AWM of teachers‘ responses and students‘ responses were
3.16 and 3.26, or agree and strongly agree respectively.
3. Teaching performance as viewed by student- and teacher- respondents resulted in the
following:
As to commitment, average weighted mean (AWM) of teachers‘ responses and
students‘ responses were 3.90 and 3.69 respectively, or very satisfactory;
67
As to knowledge of subject, AWM of teachers‘ responses and students‘ responses
were 4.13 and 3.75 respectively, or very satisfactory;
As to teaching for independent learning, AWM of teachers‘ responses and students‘
responses were 3.80 and 3.67 respectively, or very satisfactory; and
As to management of learning, AWM of teachers‘ responses and students‘ responses
were 3.79 and 3.56 respectively, or very satisfactory.
4. Correlates of teaching performance as to commitment resulted in a regression analysis of
R= 0.463 and R
2
= 0.214 or medium correlationof student responses for evaluation skills,
guidance skills, emotional aspects, management skills, teaching skills, and R= 0.3≤R<0.5 and
R
2= 0.1≤R2<0.5 or medium correlation of teachers‘ responses with gender and R=0.7≤R<0.9;
R
2=0.5≤R2<0.8 or strong correlation for physical aspects, mental aspects, guidance skills,
evaluation skills, management skills, and teaching skills;
Correlates of teaching performance as to knowledge of subject resulted in a regression
analysis of R= 0.395 and R
2
= 0.156; R= 0.417 and R
2
= 0.174; R= 0.430 and R
2
= 0.184; R=
0.436 and R
2
= 0.190;R= 0.443 and R
2
= 0.196 or moderate correlation of students‘ responses
withevaluation skills, mental aspects, social aspects, guidance skills, and teaching skills; and
R= 0.521; R
2
= 0.271 and R= 0.635; R
2
= 0.403 or moderate correlation of teachers‘ responses
withmental aspects, management skills, gender, teaching skills, social aspects, civil status,
educational attainment, guidance skills, physical aspects, age;
Correlates of teaching performance as to teaching for independent learning resulted in
a regression analysis of R= 0.385; R
2
= 0.147 and R= 0.407; R
2
= 0.163 or medium correlation
of students‘ responses with evaluation and guidance skills; and R= 0.480 and R2= 0.231 or
medium correlation with social aspects and R= 0.630; R
2
= 0.397 or strong correlation with
teaching skills, gender, civil status, evaluation skills, educational attainment, mental aspects,
management skills, and physical aspects as regards teachers‘ responses;
Finally, correlates of teaching performance as to management of learning resulted in
R= 0.383 and R
2
= 0.147;R= 0.417and R
2
= 0.174; R= 0.441 and R
2
= 0.195; R= 0.448 and R
2
=
0.201; R= 0.45 and R
2
= 0.206 or medium correlation of students‘ respondents with evaluation
skills, guidance skills, management skills, mental aspects, and emotional aspects; and R=
0.558 and R
2
= 0.311, R= 0.848, R2 = 0.719, R= 0.897, R2 = 0.805 or strong correlation with
social aspects, teaching skills, gender, civil status, management skills, mental aspects,
guidance skills, physical aspects as regards teachers‘ responses.
68
Thus, the null hypothesis which states that ―None of the above mentioned factors
predict teachers‘ performance‖ is hereby rejected.
5. An enhancement program was created based on the correlates of teaching performance
which aims to improve personal characteristics of teachers through personality enhancement
symposia and exercises and improve professional skills of teachers through periodic in-
service training.
Conclusions
In the light of the finding, the following conclusions are drawn:
1. The student-respondents in the study, which comprised the greatest number, were single,
college students whose age ranged from 18-25 years old, and who equally represented both
genders. The teacher-respondents in this study were mostly married, female teachers whose
age ranged from 23 to 53 years old and who mostly possess MA/MS degrees.
2. The personal and professional characteristics of teachers were generally viewed by
respondents to affect teaching performance.
3. Respondents viewed the performance of teachers as very satisfactory.
4. The factors that predict teachers‘ performance as to commitment were mostly attributed to
their professional characteristics; knowledge of subject matter, mostly relate in their personal
and professional skills and their demographic profile; teaching for independent learning,
mostly relate in their professional characteristics and demographic profile; and management
of learning, mostly relate in theirpersonal and professional characteristics.
5. The enhancement program is ready for implementation.
Recommendations
In light of the findings and conclusions, the following are hereby recommended:
1. Teachers should consider making personal and professional development a top priority to
ensure quality in their teaching.
2. The Thai Nguyen University administration should adapt or adopt the enhancement
program developed in this study for its teaching safeguard the students‘ and the community‘s
right to quality education.
3. Teachers and administrators, not only in TNU, should help one another to periodically
assess teaching performance and its correlates to keep track of potential influencing factors
that may induce or discourage quality teaching.
4. Future researchers may pursue a similar study, following or modifying the methodologies
of this study in their own areas or Universities to aid teachers in reflecting on how they can
improve personally and professionally.
69
REFERENCES
English references:
Aquino, G. V. (2003). Effective teaching. Manila: National Book Store.
Batara, S. (1995). ―Every Teacher is a Guidance Counselor‖. Retrieved on December 10,
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72
APPENDICES
Appendix
QUESTIONNAIRE
Republic of the Philippines
SOUTHERN LUZON STATE UNIVERSITY
GRADUATE SCHOOL
Lucban, Quezon, Philippines
Dear Respondent:
I am Nguyen Dinh Yen (Kaka), a Doctor of Educational Management student of Southern Luzon State
University in the Philippines. I am currently writing my dissertation entitled ―Correlates of teachers‘
performance: Basis for enhancement program at Thai Nguyen University‖.
In connection to this, I wish to seek your support for my study by carefully answering this
questionnaire. Your response will be significant, not only for my dissertation, but to the Thai Nguyen
University community in general. Rest assured that your responses will be treated with utmost
confidentiality.
Thank you very much!
Truly yours,
Nguyen Dinh Yen
---------------------------------------------------------------------------------------------------------------------------
QUESTIONNAIRE ON THE CORRELATES OF TEACHERS’ PERFORMANCE:
BASIS FOR ENHANCEMENT PROGRAM AT THAI NGUYEN UNIVERSITY
I. Demographic Profile
Directions: Supply the information needed in item numbers 1-4. For item numbers 5-7, put a
check on the blank that correspond to your answer.
1. Name: ______________________________
2. School: ______________________________
3. Position: ______________________________
4. Age: ______________________________
5. Gender: ____ Male ____ Female
73
6. Civil Status: ____ Single _____ Married _____ Widowed _____ Separated
7. Educational Attainment:
_____ Bachelor‘s degree holder _____ Doctoral units
_____ with MA/MS units _____ Doctoral degree holder
_____ MA/MS degree holder
II. Factors that Affect Teachers’ Performance
Part 1: Personal Characteristics of Teachers
Directions: Below are statements on the personal characteristics of teachers. Please put a
check ( / ) mark on the scalegiven in each item that best corresponds to your answer. The
items are coded in the following scale:
SCALE DESCRIPTIVE RATING
4 Strongly Agree (SA)
3 Agree (A)
2 Disagree (D)
1 Strongly Disagree (SD)
A. PHYSICAL ASPECTS
The teacher
SA (4) A (3) D(2) SD(1)
1.has pleasing physical appearance.
2.exhibits good taste in the selection and wearing of
clothes.
3.shows self-control in the choice of accessories.
4.has good poise.
5.shows confidence through smiles and eye contact.
6.has impressive communication skills.
7.has pleasant voice.
8.demonstrates self-confidence in her well-being.
9.shows evidence of strong physical health.
10. has no irritating mannerisms.
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B. MENTAL ASPECTS
The teacher
SA (4) A (3) D(2) SD(1)
1.has foresight in planning his/her activities.
2.has insight into the abilities and interests of his
students.
3.thinks critically.
4.practices fairness and equality among his students.
5.anticipatesand reacts properly to students in social
situations.
6.foresees and attempts to resolve potential
difficulties.
7.anticipates individual cognitive needs of students.
8. has sense of humor.
9.shows evidence of mental health and stability.
10. shows evidence of sound decision-making.
C. EMOTIONAL ASPECTS
The teacher
SA (4) A (3) D(2) SD(1)
1.values feelings and morale.
2.deals with his students fairly and justly.
3.possessess strong will power and conviction.
4.projects integrity and dignity.
5.keeps her composure during crucial times.
6.is patient.
7.helps students with emotional as well as
educational problems.
8.stimulates interest and curiosity in a particular
lesson.
9. encourages students to ask questions confidently.
10. shows evidence of emotional soundness.
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D. SOCIAL ASPECTS
The teacher
SA (4) A (3) D(2) SD(1)
1.understands the nature of a student.
2.has the ability to deal with different kinds of
students.
3.possesses genuine sympathy for the students.
4.cares for the welfare of others.
5.maintains discipline at all times.
6.observes high standard of morality.
7.disciplines in quiet, dignified and positive manner.
8.commends efforts and gives praises for work well
done.
9.gets along well with students, school staff and
community without compromising her dignity as a
professional.
10.knows how to communicate to people and
motivate them effectively.
Part 2: Instructional Skills of Teachers
Directions: Below are statements on the instructional skills of teachers. Please put a check ( /
) mark on the scalegiven in each item that best corresponds to your answer. The items are
coded in the following scale:
SCALE DESCRIPTIVE RATING
4 Strongly Agree (SA)
3 Agree (A)
2 Disagree (D)
1 Strongly Disagree (SD)
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A. TEACHING SKILLS SA
(4)
A (3) D(2) SD(1)
The teacher
1.identifies specific needs, interests, and capacities of
individual students and provides adequately for these.
2.analyzes and identifies specific learning tasks.
3.shows evidence of mastery of subject matter.
4.provides varied learning experiences.
5.selects, prepares and uses instructional materials and aids
effectively in achieving teaching goals.
6.selects appropriate available community resources and uses
these effectively in the teaching-learning process.
7.motivates the students and asks questions effectively to
develop critical thinking and creativity.
8.creates and tries out appropriate strategies and materials
that meet the peculiar needs and problems of students.
9.communicates ideas effectively.
10.helps students assimilate and reflect upon
Information
B. MANAGEMENT SKILLS SA(4) A(3) D(2) SD(1)
The teacher
1.prepares adequately for the day‘s learning activities.
2.starts learning activities promptly.
3.provides a permissive and stimulating atmosphere that
encourages students to raise questions and suggest alternative
solutions to problems.
4.administers tests effectively.
5.returns corrected papers and other students‘ works
promptly.
6.achieves teaching objectives to the optimum degree
possible for a particular lesson or activity within a reasonable
period of time.
7.prepares and submits neat and accurate reports on time.
77
8.is ready to serve beyond the call of duty when the need
arises.
9.uses free time wisely.
10.listens to praises, comments and recommendations from
his superiors, co-workers and parents intelligently.
Evaluation Skills SA
(4)
A (3) D (2) SD
(1)
C. EVALUATION SKILLS
The teacher
1.gives timely and specific feedback.
2.keeps assessment records.
3.uses specific criteria for the accurate evaluation of
individual performance.
4.selects and utilizes different types of tests.
5.submits records which allow for data analysis and
interpretation.
6.evaluates effectiveness of instruction.
7.analyzes assessment information to understand each
student‘s progress to date.
8.utilizes evaluation results as a basis for improving
instruction.
9.explains grading system to students.
10.uses variety of assessment instruments, tools and
techniques.
D. GUIDANCE SKILLS SA
(4)
A (3) D(2) SD(1)
The teacher
1.shows interest in students‘ problems and needs and helps
solve them.
2.provides for the maximum involvement of students in the
learning activities.
3.stimulates and compliments pupils to elicit positive and
active interaction.
4.helps students develop self-discipline in and through the
learning process.
5. has sympathy for the needs of individual students.
78
6.knows each student.
7.understands each student.
8. exhibits fairness in confronting issues of students.
9.models moral values to each student.
10.assists each student to improve his study skills.
Part 3. Teaching Performance
Directions: Below are statements that measure the teaching performance of teachers. Please
put a check ( / ) mark on the scalegiven in each item that best corresponds to your answer.
The items are coded in the following scale and description:
Scale Descriptive
Rating
Qualitative Description
5 Outstanding
The performance almost always exceeds the job requirements. The
faculty is an exceptional role model.
4 Very Satisfactory The performance meets and often exceeds the job requirements.
3 Satisfactory
The performance meets job requirements. The faculty is an
exceptional role model.
2 Fair
The performance needs some developments to meet the job
requirements.
1 Poor The faculty fails to meet the job requirements.
A. COMMITMENT
The teacher
5 4 3 2 1
1. shows concern on students‘ capability to understand/learn lessons.
2. makes learning process a cooperative effort between teacher and students.
3. makes self available to students beyond official time.
4. regularly comes to class on time, well-groomed and well-prepared to
complete assigned tasks.
5. keeps accurate records of students‘ performance and prompt submission
of the same.
B. KNOWLEDGE OF SUBJECT
The teacher
1. demonstrates mastery of the subject matter (explain the subject matter
79
without relying solely on the prescribed textbook).
2. draws and shares information on the state of the art theory and practice in
his/her discipline.
3. integrates subject to practical situations and learning purposes of students.
4. explains the relevance of present topics to the previous lessons and relates
the subject matter to relevant current issues and/or daily life activities.
5. demonstrates up-to-date knowledge and/or awareness on current trends
and issues on the subject.
C. TEACHING FOR INDEPENDENT LEARNING
The teacher
1. uses different teaching strategies to explore students potentials/abilities.
2. recognizes students‘ individual performance.
3. guides students to attain course objectives.
4. helps students realize that they are responsible for their classroom
performance.
5. encourages students to think for himself and make decisions based on
what he has learned.
D. MANAGEMENT OF LEARNING
The teacher
1. provides chances to students participation to different class activities.
2. takes different roles such as facilitator, coach in order to motivate students
to contribute to knowledge and understand the concepts at hand.
3. modifies learning-teaching situations to attain set objectives.
4. structures/restructures learning and teaching-learning context to enhance
attainment of learning objectives.
5. makes use of instructional materials such as audio/video materials,
fieldtrips, computer-aided instruction and others to reinforce learning
processes.
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CURRICULUM VITAE
NGUYỄN ĐÌNH YÊN
English name: KAKA
A. PERSONAL DATA
Status
Age
Date of Birth
Place of birth
Address
Phone/ Mobile
Father
Mother
: married
: 34
: July 19, 1980
: PhuTho Province, Vietnamese
: CachMangThang 8 Ward, Thai Nguyen City
: 090.2200.678
: Nguyen Dinh Khanh
: Dang ThiHoa
B. EDUCATIONAL ATTAINMENT
Degree
MA. EM.
University
Upper secondary
Secondary
Elementary
School
Thai Nguyen University of Technology
Thai Nguyen University of Technology
Upper Secondary School Viet Tri
Det School
Det Elementary School
Year Graduated
2008
2002
1998
1994
1990
C. ELIGIBILITIES
D. WORK EXPERIENCES
2012-2014 Teacher Thai Nguyen University
2002-2012 Teacher Thai Nguyen University of Technology