@book{672,
	author = {Padilla, Merlita Cacal},
	title = {Teaching effectiveness of teachers in public secondary schools of Nueva Vizcaya/},
	publisher = {Nueva Vizcaya State University,},
	year = {1999.},
	address = {Bayombong:},
	note = {This study was conducted primarily to assess the Teaching Effectiveness of the teachers who were trained under the Project for Basic Education (PROBE), a bilateral project of the Government of the Philippines and the Government of Australia.

Specifically, it attempted to answer the following questions;

1. How do the PROBE teachers and NON-PROBE teachers perceive their Teaching Effectiveness in terms of the common Qualitative Indicators of Teaching Effectiveness?;

2. Are there differences between the Teaching Effectiveness of the PRONE and NON-PROBE teachers as perceived by: (a) themselves, (b) students, and (c) both the teachers and students?

3. Is there a relationship between Teaching Effectiveness and each of the: (a) Teacher's Personal Variables? Professional Variables; (b) School Variables and (c) Student's

This study employed the descriptive and comparative methods of research. The descriptive method was used to answer question number 1, while the comparative method was used to answer questions number 2 and 3.The subjects of this study were 32 PROBE and 32 NON-PRODE teachers and 30 students from each of the five PROBE and five NON-PROBE schools, a total of 300, selected by simple random technique.

Descriptive statistics like mean and standard deviation were used to analyze the data on the Qualitative Indicators of Teaching Effectiveness. Whereas correlative coefficient (R), R squared, T-value and probabilities were computed and interpreted between Teaching Effectiveness and each of the variables of the study.

Findings

1. Teaching Effectiveness of the PROBE Teachers and NON-PROBE

Teachers

The teachers (PROBE and NON-PROBE) perceived their Teaching Effectiveness

(TE) from slightly (2) to very effective (5). On the average, the perceived their TE to be between moderately effective (3) and substantially effective (4). The PROBE and NON-PROBE teachers have a mean perception of 3.985 and 4.311, respectively. This shows that the mean perception of the NON-PROBE teachers of their TE is higher than the mean perception of the PROBE teachers.

Further, analysis of the data shows that the computed "t" is greater than the tabular value (1.6705). The computed probability is equal to 0.0372 which is less than 0.05. These means that the mean perception of the NON-PROBE teachers of their Teaching Effectiveness is significantly higher than those of the PROBE teachers. However, an in depth analysis of the data on perception of the teachers and students (total) revealed that the differences of most items were significant. This suggests that the PROBE teachers were more effective in their teaching than the NON-PROBE teachers

2. Ranking of Qualitative Indicators of Teaching Effectiveness (By teachers and students).

Both students and teachers were made to rank 12 qualitative indicators of teaching effectiveness with rank 1 as the number one indicator and rank 12 as the least among the indicators. Results are as follows;

1st- Teaches well

2nd- Industrious

3th- prime4 Approachable

4th- Understanding

5th- Fair/Just

6th-  triangle Broadminded

7th- Persevering

8th- Encouraging

9th- Creative

10th-  Thoughtful

11th- Lively

12th-  Appreciative

3. Correlation of Teaching Effectiveness with Dependent Variables

3.1 Teacher's Variables.

Of the eight  teacher's variables studied, only four (4) were significantly related with Teaching Effectiveness; (1) gender in favor of the female, (2) Educational Anainment in favor of the higher degrees, (3) Number of children - in favor of teacher with greater number of children and (4) Marital Status in favor of single. On the contrary, age, salary, membership in organizations, and length of service were not related to teaching Effectiveness.

3.2 School Variables.

Only five (5) of the twelve (12) school variables studied were significantly and positively related to Teaching Effectiveness; adequacy of school supplies, principal-teacher relationship, teacher-student relationship, peer-to-peer relationship and commitment. Home-to-school distance, ventilation of rooms, teaching aids, class size and the workload were independent from Teaching Effectiveness.

3.3 Students Variables.

Student-teacher ratio and motivation were significantly related to Teaching Effectiveness, while family income and home-to-school distance were not. The less the number of students in a class becomes, the higher is the Teaching Effectiveness. The greater the motivation, the higher the Teaching Effectiveness. In the light of the findings of this study, the following conclusions are endorsed,

1. That the highest ranked characteristic which described the teachers in the study schools were "Teaches well" and "Industrious" "Appreciative" and "Lively" wears among the lowest in rank

2. That the PRODE teachers were livelier, taught better, more approachable, more persevering, more appreciative, more thoughtful, more persevering, more broad-minded, more fair, more encouraging, more industrious, and more creative than the NON-PROBE teachers

3. That the teacher's gender, marital status, number of children and educational attainment are significantly related to Teaching Effectiveness. Likewise, adequacy of supplies and facilities, principal-teacher relationship, peer-peer relationship, teacher-student relationship, commitment and dedication have a direct bearing on Teaching Effectiveness.}
}