Farulyn Ibno Amil | Muammar F. Sakili | Magna Anissa A. Hayudini
Discipline: Teacher Training
The research, “The Power of Teaching Attitudes of Teachers and Students ‘Performance at Indanan National High School (Annex)” results showed that teachers in English, Mathematics, Science have very high teaching attitudes which were described as excellent along eight dimensions – clarity, enthusiasm, interaction, organiza-tion pace disclosure speech and rapport. Nevertheless, despite these favorable attitudes, academic performance in students was re-ported as being at a “Satisfactory” level and statistical analyses (t-test and ANOVA) found no significant correlation between teachers’ attitudes to teaching and student grades nor across subjects. The re-sults imply that the impact of positive teaching attitude on a condu-cive learning climate may be overridden by other factors like in-struction, students motivation to learn and home background in re-lation to their influence on academic achievement. In particular, it sought to investigate the teachers’ attitudes to-wards students as perceived by students themselves, to assess aca-demic performance of the latter and to test the attitudes that teach-ers have towards their students whether they have a significant ef-fect on students’ learning outcome. That is, it tried to measure the teachers’ attitudes towards students as perceived by their students, evaluate the learning performance of their students and test if the teachers’ attitudes toward students have an effect on the learning performance of these students. A descriptive research design was used in the study where a validated questionnaire from Murray and tested by Widar Mami entitled “Teachers’ Attitudes Scale and Stu-dents’ Performance Scale” was adapted and the respondents were 40 Grade 10 students and 8 subject teachers in English, Math, and Science. Using the lottery technique, a simple random sampling technique was used to obtain the samples. The materials were sub-jected to surveys and then analyzed through the aid of the Statistical Package for the Social Sciences software. The Weighted Arithmetic Mean was used for the teachers’ and students’ level, t-test deter-mined the level of relationships, and the Analysis of Variance was used to determine the level of difference. The result showed that the teachers’ attitudes towards students were “Very Favorable” along eight components: clarity, enthusiasm, interaction, organization, pacing, disclosure, speech, and rapport. The students’ academic per-formance in English, Math, and Science was an overall average of 82.36 and rated “Satisfactory” by DepEd. The statistical analysis showed that there was no significant power between teachers’ teaching attitudes and students’ performance. Likewise, there was no significant relationship between teachers’ attitudes to subject ar-eas. Thus, the study concluded that the teachers’ attitudes were “Very Favorable,” but it does not power the students’ performance. The study suggests that the students’ performance is not reliant on the teachers’ attitude but has many factors to consider like learning materials, learning environment, and students’ study habits. Hence, it is recommended that teachers continue to have positive attitudes toward their students but have effective pedagogical approaches as well as it is recommended that the school has to policy to build teacher attitudes, parent-teacher association, and professional pro-grams. Lastly, research is suggested to study the best determinant of student performance conducted by the researcher like the teach-ers’ teaching behavior or further incorporation of multimedia and e-learning tools.
ISSN 2774-5368 (Online)
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