Chapter 1

THE PROBLEM

Background of the study

Good teachers never stop learning, never stop growing, and never stop

searching for better ways to teach. How do teachers need to grow as persons, as

citizens, as professionals in order to be the kind of adults who want to work with

children and youth? And what does it take to help them become better

instructors?

It has been accepted fact that education as an essential way to battle

ignorance is a medium to effect change and instrument to cultivate desirable

virtues to individuals for a wholesome and admirable existence. The school has

been a path to be responsible for making these expectations into reality. It

employs educational forces to improve goals and objectives. It has set upon

primarily in molding the tender minds of the youth so that they will become

valuable and productive citizens of the nation. Among these necessary forces are

the teachers, they are viewed as agents of change.

As commonly acknowledge, teachers are the heart of the academic

enterprise. They are backbone of the educational system for they are entrusted

with the responsibility of training the children and the youth of the future, the task

of producing quality graduates lies on their hands. At the same time, teachers are

provided with unique opportunities for influencing others.

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 In line with these opportunities, teachers have an important role to play in

preparing the young generation to help realize the country’s hope and

aspirations, that the coming century will see a more socially neutral, open minded

and peaceful world because in many respect teachers mark the school. The

quality of the school is attached to the excellence of the teacher.

Although educational system of today is afflicted with so many

controversies about teaching and learning performances, still there are some

schools that continue to give quality education through the use of different

approaches in extending learning to the students.

Kelly (2000) said that in today’s society, there is a need clearly for both

academics and emotional skills of an individual who would like to focus only in

the 3R’s “living in the world that no longer exist”. She further states that one can

no longer think in favor of one another or the other if one purpose is to raise

young adults who are academically, socially, and emotionally productive.

The different studies mentioned are very similar to the present study

because they all delved on teaching strategies and competences, their

differences lie on the different respondents while the present study utilized locally

owned college as they envisioned ACLC College of Bukidnon a premiere

learning institution serving the multi-cultural communities in the area through high

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quality education with competent and service oriented-faculty, to produce

holistically skilled and globally competitive graduates.

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Statement of the problem

The purpose of this study is to determine the Teaching Strategies and

Level of competencies of Bachelor of Science in Business Administration

instructors of ACLC College of Bukidnon: Basis for Intervention Design.

Specifically, this study sought to find answers to the following problems:

1. What is the level of teaching strategies of Bachelor of Science in Business

Administration Instructors of ACLC College of Bukidnon terms of:

a. Objectives

b. Utilization of methods

c. Use of instructional materials

2. What is the level competencies of Bachelor of Science in Business

Administration instructors of ACLC College of Bukidnon in terms of:

a. Classroom management

b. Guidance and counseling

c. Decision making

d. Human relations

3. Is there a significant relationship between teaching strategies and

teaching competencies of Bachelor of Science in Business Administration

instructors of ACLC College of Bukidnon College?

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 4. What intervention design can be proposed?

Research Hypothesis

The research hypotheses of the study were tested in their null forms at the .05

level of significant.

1. There is no significant relationship between the levels of Teaching

Strategies of Business Administration instructors of ACLC College of

Bukidnon and their Teaching competencies.

Scope and Delimitations of the Study

The main purpose of this study was to determine the relationship between

Teaching Strategies and the level of teaching competencies of Business

Administration instructors of ACLC College of Bukidnon: Basis for Intervention

Design. The respondents of the study were the first year and second year

business administration students of ACLC College of Bukidnon during the

Second Semester of the School Year 2015-2016. The study was delimited to the

Level of Teaching competencies the instructors of Business Administration

Students of ACLC College of Bukidnon namely: Classroom Management,

Guidance and Counseling, Decision Making and Human Relations.

In this study, the parameters measured were the three major components

of Teaching Strategies which are objectives, utilization of methods and use of

instructional material.

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 The analysis was primary based from the responses of the respondents to

the various items of the questionnaires.

Significance of the Study

The finding of this study provided research based information which would

be useful to the following:

Teachers. The findings would provide them research based information to

help them become more aware of what they should do in order to perform their

best and thus prepare for and facilitate the progress for self-evaluation of their

own performance and commitment towards their job. In addition, it will give them

deeper insights as to how they could be better help to the students.

Administrators. The results of this study would provide them research

based information that would help them become more aware of the needs and

types of motivation which they may provide in order to accelerate the quality of

practice, ideals of service, personality and professional growth for enhancing

teachers performance.

Students. The result of this study would benefit the students in that any

improvement on the competencies of their teachers in teaching would in turn

equip them with sets of skills, abilities, and knowledge to be able to acquire civic

competence and socialization with their future responsibilities.

Curriculum Experts. The findings of this study would clearly provide

effective materials, facts, and information which can be an input for future

curricular assessments and reform of programs and instructional practices.

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 Parents. The outcome of the research would benefit parents in the sense

that they could see the point where much guidance with respect to the creative

development of the student is necessary.

Guidance Counselor. The findings of the study would help them provide

useful inputs to improve teacher’s performance. Owners also include as a part of

their policy in updating their curriculum, teacher’s development and provisions in

improving their facilities of the institution. In the same way, this study will be a

basis for knowing their teachers in terms of their performance and it might be a

great help in making sound decision for training programs to develop teachers

instructional performance.

Future Researchers. The result of this study would help future

researchers in their perception of factors in teaching- learning process to the

study for the improvement of education relative to the Teaching strategies and

Level of Competencies.

Community. The findings of this study would generally benefit the

community as teachers are certain to perform better and will produce good

citizens. This would further have an impact of their lives that they are able to

influence them.

Definition of Terms

The following terms are operationally and lexically defined to give meaning

to the present study.

Classroom Management. According to Good (1998) it is the

administration or direction of activities with special reference to such problems as

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discipline, democratic techniques, use and care of supplies and reference

materials, the physical features of the classroom and general housekeeping, this

refers to the teachers who encourage students to maintain a conductive learning

environment.

Communication Skills. These are the skills that enable people to

communicate effectively with one another. Effective communication involves the

choice of the best communication channel appropriately, the ability to understand

messages and responses received from others. The ability to establish and

develop mutual understanding, trust, and cooperation is also important. More

specifically, communication skills include the ability to speak in public, make

presentations, write letters and reports, chair committees and meetings and

conduct negotiations.

Decision Making. It means a reasoning process which can be rational or

irrational and can be based on explicit assumptions. Therefore, the psychological

event that one calls decision making has occurred. It is a construction that inputs

commitment to action.

Guidance and Counseling. It refers to the ability of the teachers on how

they focus on helping the students to cope as they deal with the realities and

changes in life, helping them make choices to address personal needs, problems

and other concerns.

Human Relations. It pertains to a multi-disciplinary process used to

promote and protest human physical and mental well-being through non-violent

means and ensure people have the opportunity to set and achieved constructive

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life objectives free from arbitrary discrimination. It refers to the relationship of

teachers toward others, like students, co-employees, and superiors.

Instructional Skills. These pertain to the most specific category of

teaching behaviors. They are necessary for procedural purposes and for

structuring appropriate learning experience for students. It also develops

objectives that are observable, behavioral and complete.

Teaching Competencies. In this study, it refers to the ability of the

teachers to impart the subject matter effectively and at the same time spent on

learning in terms of instructional skills, communication skills, classroom

management, decision making, and human relations.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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 This chapter presents a review of the related literature and studies, both

foreign and local o give direction and served as background materials for this

study.

RELATED LITERATURE

On Teaching Competencies

The competencies of teachers are major factors in shaping the social

relationships, activities, and achievements of the school and of the learner. Most

teachers spend most of their time in the classroom alone with their pupils and it is

what happens during such times which largely determine what they have on their

pupils learning.

According to Aquino (1992) a competent teacher must have the following

factors that will contribute to successful teaching: (1) knowledge of the subject

matter; (2) knowledge of the learning theory, and (3) knowledge of teaching

techniques and strategies.

The responsible teachers accept position of leadership with his profession,

establish only relation with his colleagues and further his own academic

upgrading and professional development.

Educators agree that an excellent teacher is a person who has personal

qualities of agreeableness, consideration of others and sincerity os professionally

interested and competent and established wholesome relationship with the

pupils.

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 Seroy (1992) further emphasized that: “Teachers characteristics, his

competence as a craftsman and his behavior controls are the three most

important factors that he must possess,”

In other words, the teacher must be competent enough as profession

demands it and more importantly, he must act as a professional while at the

same time a contributor to society’s development and progress.

Villame (1998) believes that the most important factor in the teaching and

learning of any subject is the harmonious relationship between the teacher and

the learner. Not one imposes superiority on the other, or the other demeaning

himself due to false beliefs. The teachers must have genuine and concern for her

pupils. Then he will not shortchange them. He will continue to update himself and

think of strategies by which his teachings will be better understood.

In the educational system, competent teachers are in great demand to

alleviate the problem of low pupil achievement. There is a need to upgrade pupil

achievement because quality education is considered as an instrument for

national development. Former President Joseph Estrada 2001 has stressed the

fact that teaching competence is an indispensable tool in development of

education, which in turn, is of great value to life.

Teachers competent according to Arceo (2000) is anchored on language

strategies, innovations, and techniques adapted by teacher for an optimum

teaching result. She also considered the importance of personal characteristics

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such as pleasing personal appearance, manner, courtesy, pleasant voice,

sociability and sense of humor as teaching skills.

Truly competent teachers find it as important to discover the ways of

helping those who find learning difficult and frustrating as they do in helping

those who find school learning easy and rewarding.

Teacher’s competency in teaching consist a set of knowledge, abilities

and beliefs one possesses and brings to the teaching situations. These are vital

in the education of the learners, because success and failure in teaching

depends primarily on the teachers. These are important factors in teaching

effectiveness, in addition to this.

Medley (2002) expressed that competency in teaching includes teacher’s

techniques, abilities and skills in the provision of learning experiences that are

expected to bring about the desired learning outcomes among learners.

Teaching competence depends upon the teacher’s academic

preparations,, professional development, and achievement as well as his

knowledge of his approach, methods and techniques in teaching. In order to

make learning more effective, teachers have to grow professionally.

To be an effective teacher one must have certain professional qualities,

these refers to teachers knowledge of his subject field. As Jones (1996) quote,

“The teacher who dislikes his subjects, always runs the risks of becoming a

hypocrite”.

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On Instructional Skills

Instructional skills are the most specific category of teaching behaviors.

These are used constantly as part of the total process of instruction. They are

necessary for procedural purposes and for structuring appropriate learning

experiences for students. No matter how experienced or hoe effective a teacher

may be the development of these skills and process is continual challenge.

Shostak (1986) suggest that an explanation can show: a cause and effect

relationship, an action is governed by rule or law, a procedure or process, and

the intent of an activity or process.

Similarly Arenas (1988) affirmed that much student learning occurs

through observing others. A demonstration provides the link between “knowing

about” and “being able to do.” Research reveals that demonstrations are most

effective when they are accurate, when learners are able to see clearly and

understand what is going on, and when brief explanations and discussion occur

during the demonstration.

Apparently, Glickman (1991) states that “Effective teaching is not a set of

generic practices, but instead is a set of context-driven decisions about teaching.

Effective teachers do not use the same set of practices for every lesson instead,

what effective teachers do is constantly reflect about their work, lesson instead,

what effective teachers do is constantly reflect about their work, observe whether

students are learning or not, and, then adjust their practice accordingly.”

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 Among the instructional skills, questioning holds a place of prominence in

many classrooms. When questioning is used well: a high degree of student

participation occurs as questions are widely distributed; an appropriate

reinforcement occur; students’ critical thinking abilities are honed; and, student

creativity is fostered.

Good questions should be carefully planned, clearly stated, and to the

point in order to achieve specific objectives. Teacher understanding of

questioning technique, wait time, and levels of questions is essential. Teachers

should also understand that asking and responding to questions is viewed

differently by different cultures. The teacher must be sensitive to the cultural

needs of the students and aware of the effects of his or her own cultural

perspective might not be an appropriate technique for all students.

On Communication Skills

Cullen (1998) is a little more explicit, providing useful ideas on features of

teacher talk, which can help foster communication with students. His initial list

includes: use of referential question (rather than display questions), content

feedback (rather than form-focused feedback), use of speech modification such

as rephrasing and attempts to negotiate meaning.

However, he quite rightly points out that such a list is defined in terms of

the norms of communication from outside the classroom. So what do desirable

classroom norms look like? Cullen (1998) suggest the following list:

questioning/eliciting, responding to students contribution, presenting/explaining,

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organizing/giving instructions, evaluating /correcting, establishing and

maintaining classroom rapport.

Hansford (1999) view that the skills of effective communication are

interacting, transmitting an appropriate message and the methods used for this

transmission. Within teaching the interaction may include classroom

management, teaching strategies and skills such as assertiveness and listening

(see appendix 1). Sending an appropriate message to an individual group or

class.

Patty lee (1997) recognized the importance of communication for effective

teaching. She stated: “People are the Centre of schools and communication is

the foundation.”

Cook (1999) on the other hand, asserted that everyone knows that a big

part of teaching is being about to communicate effectively to everyone else in the

classroom and in the school. Teaching is more than just imparting knowledge to

students. Teaching is also about effective communication and without the

capacity to effectively communicate to people of all age groups.

When effective communication is missing, teachers can misunderstand or

be ignorant of students’ need and expectation. Furthermore students may not

feel lustened to or feel understand, and then they starting acting out in other

ways to get thri needs met.

Teachers should be aware of the importance of communication skills in

teaching. They must also realize that all students have different levels of

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strengths and weaknesses. It is only through communication skills that teachers

introduce creative and effective solutions to the problems of the students. Thus, a

teacher can enhance the learning process.

Some of the communication skills that a teacher must possess so that

they interact properly with the students in positive motivation this is one of the

important things that a teacher must possess. It is also a teacher’s role to remove

any fear and inhibitions that a student may have towards a subject. Effective

body language is the most powerful communication skill that a teacher must

possess. Good presentation skills include a powerful language supported by

verbal skills. Thus, a teacher lectures will inevitably become more interactive and

interesting for the students. Besides, a teacher should maintain the volume, tone

and rhythm of their voice during lectures. A good sense of humor keeps the

students active and interested in the teacher’s class.

There should be emphasis on cultivating a dialogue rather than a

monologue. So while solving any kind of problems in the classroom, it is always

wise to hear the opinions of the students that can create team formations. This is

a good method where you can divide the classroom into small teams and ask

them to solve different problems or complete assignments. This practice will

increase not only the interaction among the students but also among the teacher

and students.

Technical skills is also important that teachers should be up to date to with

all the latest teaching aids like computers, video conferencing and especially the

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use of internet. This will also help the students to keep up their interest in the

learning process, it is important that communication skills become important

ingredients of a teacher’s professional competency.

On Classroom Management

The competence of the teacher cannot only be seen on how effective he is

as an educator, however, he should possess the education of emotion to be

inculcated and be felt by the pupils. It can be seen also in the way a teacher

manages classroom. A classroom cannot function well without the teacher. The

success of the activities inside depends on the ability of the teacher as a

classroom manager.

Ardizabal, et al. (2000), states that the classroom management takes two

aspects, first is care of routine and second is classroom discipline. He further

explains that a classroom should be well governed with rules and regulations to

be followed by the pupils to keep peace and harmony within. Because of these

regulations, certain classroom activities can be made automatic in the sense that

they can perform habitual. Routine can help the teacher in controlling and aiming

for pleasant condition inside the classroom.

Moreover, if good discipline will be achieved, good traits such as

obedience, responsibility, diligence, perseverance, fair play, respect for the

opinion of others and cheerfulness should be developed also. One author said

that organized and pleasant atmospheres generate good thoughts and ideas.

Pupils tend to work better and longer if conditions are favorable. Learning also

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become more effective especially when a teacher senses pupils feelings and

prospective. And taking an active interest in their concerns. People with

competency maintain the good standard in conductive learning.

Likewise, Gregorio (1976) stressed that classroom management is one of

the most important factors that have a deciding influence upon the character and

efficiency of the teaching situation. He stressed that management refers to the

operation and control of classroom activities. It is relatively confined to the more

mechanical aspect of the teaching activity. It also assumes that its purpose is to

save time and energy.

Some of the things a teacher should consider in planning classroom

management and regulations are on setting, attendance, the handling of

instructional matter and equipment, and the control of activities during the class

period. The success and failure of teaching is determined often by the way the

class is organized and managed. Unless the details of the classroom procedure

are carefully worked out, much time will be wasted and little be accomplished.

Therefore, the teacher should thoroughly reutil8ize the details of the daily

practice in conducting classroom work and activities.

However, the teacher must guard against a too automatic sequence of

movement from one phase of work to another, least a sense of monotony

develops. Spontaneity and freedom for the unexpected must always be present

to challenge alertness on the part of pupils. A thorough mechanization of

classroom procedure may destroy the spirit of spontaneity.

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 In general, a well-managed classroom makes the pupils appreciate the

value of time upon which their future success depends. Thus, effective teaching

and learning are possible only in a well-managed classroom.

Murphy (2006) present the following guidelines for good classroom

management practices intended for students to help teachers establish effective

control in the classroom: a) Get off a good start, it is during this period that the

effective teacher will established the expected ground rules for classroom

behaviour; b) learning school policies. Prior to meet the class for the first time,

the teacher should become familiar with school policies concerning acceptable

student behaviour and to disciplinary procedures. ; c) Establishing rules.

Establish set of classroom rules to guide the behaviour of the students. Discuss

the importance of these rules with the students to ensure they understand and

see the need of each rule; d) planning lessons. It is important for the teachers to

impress the students from the outset that is organized and confident of their

ability to get through the syllabus; e) learning names. Devise a setting

arrangement whereby student’s names are quickly learned. Calling by his name

early in the year gives the students an increase sense of wellbeing, and f) be firm

and consistent. A teacher can be firmed yet supportive and friendly with students.

On Guide and Counselling

Guidance is the process of helping the learner clients make sound

judgment, formulate wise decision and demonstrate effective coping skills as he

deals with the realities and challenges in life. On the other hand, counselling is

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an integral part of the total guidance program that focuses in helping the learner

clients know themselves and make choices to address personal needs,

problems, and concerns Gibson et al., (1996)

According to Schmicit (1996), development guidance refers to the

activities and services design to help learners focus on the attainment of

knowledge and skills for developing healthy life goals and acquiring the

behaviour to reach these goals.

Moreover, it is the process of giving information or helping an individual to

strengthen his general understanding of human behaviour. It deals with the

stages of human development. It combines growth, maturation and learning. In

order to establish ways of thinking and acting which help each individual to

develop optimally thus, precluding serious problems.

Adapted from George and Cristiani (1990), as well as by Schimicit (1996),

they enumerated the goals of counselling: a) facilitate changes in one’s

behaviour, b) improved social and personal relationships, c) increase social

effectiveness and one’s ability to cope, d) learn decision making, e) enhance

human potential and enrich self-development. In this context, teachers should be

knowledgeable enough to the behaviour attitude, and feelings and emotions felt

by his pupils. Through understanding the way they are, it is easy to help

individual to become adjusted and to provide maximum development for his

interest, aptitudes, capabilities and needs because teaching and counselling are

0the ways of helping pupils to become the best possible persons Eggern (1996).

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 Similarly, Roman (2000) affirmed that the teacher should believe in the

innate potentials the pupils. The classroom teacher must be alert in identifying

learners with special talents and skills. He should strength and assets of the

pupils that a wait enrichment and enhancement.

Aside from discovering pupil talent, the teacher should plan an array of

learning activities that will pave the way for the development of the potentials of

the learner to the optimum and in all aspect: physical, social, emotional, and

spiritual. Cognizant of his role in the school, the classroom teacher extends his

solid support to ensure its effective implementation because he is in the best

position to appraise the guidance needs of the pupils.

Chung (1998) points out that if one wants to understand another person

better, he needs to use the person’s frame of reference rather than his own. The

ability to put himself in another person’s shoes is important for improving 117

personal understanding. Although it is a pretty difficult skill to learn, one can

improve his ability to emphasize with others by making extra effort to see and

understand the thorough process of seeing others from their standpoint without

being defensive or judge mental.

On Decision Making

As an association system, all members have equal authority and

accountability, all being in pursuit of common goals. As an executive system,

however, the members have executive roles. This means that there different

levels of authority and accountability. In other words, there are different

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categories or levels or forms, if you will or participation in decision making in

school, according to one’s expertise, capacity and relative position. Thus, it is

anticipated movement from “Administration-dominated activities” to an

“acknowledgement of extensive teacher’s rights and an encouragement of faculty

involvement in policy determination Meyerson (1997).

Most writes on management recognized decision making as one of the

most important functions and that success often rests on competencies and

judgement in rendering decision. Decision making is the process that leads with

the final product called decision. A decision is simply a conscious choice made

after rational consideration, and from a set of alternatives or; possible courses of

action. Decision making therefore, is a choice determination process. It is a

process whereby management, when confronted with a problem, selects a

specific course of action, or solution from a set of possible courses of action”

Bernaed (1998).

Educational Administrators are decision makers, but the process is not

limited to them or to business executives, government officials or military

commanders. All kinds of people make choices daily as to have direction to

follow, when to cross a street, or whether to greet a passer-by. A teacher makes

decision about what will be taught that particular day, how the class time will be

used, and upon whom to call. In short, rendering choices or making decisions is

a characteristic of life.

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 Weber’s (1997) model for formal organization was designed to facilitate

rational decision making and was less concerned with human relationships and

leadership. Actually, the model sought to minimize human capriciousness by

institutionalizing authority and insisting upon all following carefully prescribed

procedures operation. Underlying the theory is the belief that human beings are

unpredictable in behaviour, given to a more emotional than rational responses

are disorganized is tackling serious problems and possessed with other

predispositions that could interfere with achieving maximum in organization.

Simon (2000) pictures out the organization as a decision making

mechanisms that limits the scope of decision making authority for individuals in

various positions. The structure or pattern that is treated serves to enhance the

rationality of decision by setting up the formal rules, the flow of information

through channels, and the personnel training programs that help frame the

alternatives essential to formal decision making. Through organizing,

departments are created with objectives defined and decision making authority of

each unit limited to responsibility allocated. By allowing each unit to focus on a

limited range of decision, the choice rendering process can attain a higher

degree or rationality. In short, the measure of effectiveness of the organizational

pattern created is the quality and rationality of decision rendered therein.

This organizing principle of unity or authority, decision or command

holds than one chief executive in the organization must possess the final

decision making authority to delegate decision making and responsibilities to

other persons and positions.

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 The process of decision making has been described by Simon (2000) as

follows: the first phase of the decision making process is searching the

environment for conditions calling for decisions; the second phase is inventing,

developing and analyzing possible courses of action and the third is selecting a

particular course of action from those available.

Alexis and Wilson 91996) have provided a somewhat more detailed

description of the decision-making process, seeing it is as compromised of six

individual steps: a) the state nature, b) the decision maker, c) the goal or end to

be served, d) the relevant alternative and set of action from which a choice will

be made, e) as relation that produces preference ordering of alternatives, f) the

choice itself, the selection of one alternative or some combination of them. Both

of these discretions of the decision making process a present a general picture of

the steps involved in making any decision.

Jones and Stout (2000) wrote, “Our school must be workshops of

democracy”. To further elucidate on their concepts, they presented the following

arguments in favor of teacher participation in policy deliberation and decision

making. It states that: a) there is no administrator, no matter how proficient his

preparation and training that can answer to all administrative and school

problems, b) students are asked to be part of the planning of policies and

activities that can affect them, c) it has been tested and proven psychologically

that when a group takes part in the formulation of regulation and practices that

affect them, the group reacts more positively and favorably toward those laws

and courses of actions in which they helped to materialized and decide upon, d)

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if teachers participate in educational decision making, they are more likely to

come to understand the responsibilities and demands of administration and so be

able to see the administrator in his proper place and role, e) when more power

and responsibilities which have always been under the domain of the

administrators are turned over to the teachers, this gestures is well received by

teachers as a sign of great confidence and trust in the teachers themselves.

Others from the school community may possess certain insights on school

activities and problems which the administrator may might have or even be

aware of.

Moreover, it cannot be denied that teacher may have points of view

different from the rest of the other members of the school which may be both

relevant and practical. Since good administration endeavors to tap all possible

resources of development, success, and progress, therefore, whatever

contributions the teacher had to offer should be considered.

Teachers should be given the opportunities to decide on policies and take

part on the program planning that concerns them. From the administrators point,

he comes in close contact with the teachers and directly derives from their ideas,

wants, needs, hopes, and aspirations. The promotion of mutual harmony and

understanding enhances the propagation of the spirit of cooperation and unity

considerably essential in the attainment of common goals desired.

On the other hand, the Dialectic Decision Method (DDM) which traces its

roots to Plato and Aristotle offers a way of overcoming these problems. The

25
dialectic begins with a clear statement of a problem to be solved. Then two or

more competing proposals are generated. The group then breaks into advocacy

subgroups, which examine and argue the relative merits of their positions. Then

the entire group makes a decision based on the competing presentations.

Furthermore, this decision may mean embracing one of the alternatives

forgoing o compromise from several ideas, or generating new proposals. The

merits of DDM include better understanding of the proposals, their underlying

premises, and their pros and cons by the participants. Members are also likely to

feel more confident about the choice they made. Disadvantages include the

propensity to forge a compromise in order to avoid choosing sides and the

tendency to focus more on who were the better debates than what the best

decision should be. Nevertheless, the dialectic method holds promise for future

decision making groups.

However, these are potential outcomes of formal group process. Probably

the most important product of face to face group meetings is that people who

participate in making a decision feel more strongly motivated to accept it and

carry it out. In many instances this result is more than the by-product-it is the

primary purpose of the meeting. Meetings undoubtedly are one of the best

means available of committing people to carry out a course of action. Group

decisions also carry more weight with those who are not group members.

Associates, subordinates and even superiors are more likely to accept group

decisions. They feel that decisions of this type are based on the combination of

26
many viewpoints. Further, the combined social pressure of the entire group

stands behind the decisions.

In addition to that, the quality decision should be taken into consideration.

In addition to supporting decisions, groups often are effective problem-solving

tools. In comparison with an individual, groups typically have greater information

available to them, a variety of experiences to draw upon and the capacity to

examine suggestions and reject the incorrect ones. As a result, groups can

frequently produce more and better quantity solutions to some problems than

individual can.

Similarly, when working in decision making groups, some individuals are

naturally more passive than others and may withhold their ideas. However, the

group will benefit most if there is widespread and fairly even participation by all

members. Participation also increases the livelihood of each member developing

new interactive skills that can be used later in other groups.

On the other hand, there is a key issue that affects the decision making

groups. Unanimous agreement or consensus is a necessary prerequisite for

effective group discussion. Without a total agreement, group members may be

expected to carry out decisions they did not support. Divided votes also may set

up disagreements that carry beyond the meeting. On the other hand, a

requirement of unanimity has its advantages. It may become the paramount goal,

causing people suppress their oppositions or to tell the group they argue when

honesty they do not. It is frustrating to the majority of the members to have to

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keep discussing a subject long after their minds are made up, simply because

they are hoping to convince a few honest dissenters. It can delay worthwhile

projects unnecessarily.

However, unless the decision is of most personal importance to the

dissenter, agreement of most of the members should be sufficient for action.

Though an isolated minority needs to be heard and respected. So does the

majority.

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Conceptual Framework

In higher education, approaches to teaching are becoming more student-

centered, which demands different teaching strategies and teaching

competencies. Therefore, it is necessary to have an adequate framework of

teaching strategies and teaching competencies that can be used for evaluation

purposes. The weaknesses of the existing frameworks are that they do not pay

attention to the person as teacher, they are too narrowly defined, they are not

validated and they are not adjusted to modern approaches to teaching.

The aim of this study was to develop and validate a framework of

Teaching Strategies and Teaching Competencies in ACLC College of Bukidnon:

Basis for Intervention Design. A framework for teaching strategies and teaching

competencies was therefore constructed containing the following Indicators for

Teaching Strategies: Teaching Objectives, Utilization of Methods, and use of

Instructional Materials. The following indicators for Teaching Competencies:

Classroom Management, Guidance and Counseling, Decision Making and

Human Relations. The Person as Teacher, Expert on Content Knowledge,

Facilitator of Learning Processes, Organizer and Scholar/Lifelong Learner. The

framework was validated using a Baron Intelligence Emotional Intelligence

Inventory method. Educational experts (N = 115) were asked: `how important are

the following teaching strategies and teaching competencies in each indicator for

an experienced teacher in Business Administration?'' A confirmatory factor

analysis was conducted to assess the adequacy of the domains.

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 After gathering all data and tallied, the result shows Correlation is

Significant at the 0.01level (2-tailed). A confirmatory factor analysis on the three

best scoring items in each indicator confirmed the model. A framework of

teaching strategies and teaching competencies was developed and validated that

can be used as a starting point for teacher evaluation in Business Administration

instructors of ACLC College of Bukidnon. Baron Intelligence Emotional

Intelligence Inventory method student-centered approaches to

teaching strategies and teaching competencies.

Research Paradigm
30
INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTPUT

TEACHING LEVEL OF
STRATEGIES COMPETENCIES

 Objectives  Classroom
Management

 Utilization of  Guidance and

Intervention
Intervention
Methods Counseling
Design

 Decision
 Use of
Making
Instructional
Materials
 Human
relations

Figure 1.Conceptual Framework of the study

Paradigm of the study showing the relationship between Teaching Strategies and

Level of Competencies.

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 Chapter 3

Methodology

This chapter presents the research methodology, the research design,

methods and techniques. This also includes the subject of the study, research

instruments, data gathering procedure, data processing and the statistical

treatment used in the study.

Research Design

The researcher used the descriptive method of research in achieving the

purpose of which is to find out the relationship between the Teaching Strategy

and the Level of Teaching Competencies of Business Administration Instructors

of ACLC College of Bukidnon. This method is suitable because it describes the

level Teaching Competencies of the teachers. Likewise, the correlation analysis

was also employed if there is a significant relationship between Teaching

Strategies and Level of Teaching Competencies.

According to Best and Khan (1999) the descriptive method of the study

describes and interprets what is. It is concern with conditions or relationships that

exist, opinions that are held, processes that are going on, effects that are evident

or trends that are developing, it is primarily concerned with the present, although

it often considers past events that influenced as they relate to current conditions.

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Research Subject

This study employed purposive sampling as shown in table 1. The study

involved 200 BSBA Students of ACLC College of Bukidnon during the School

Year 2022-2023. ___ of them are First Year and 72 of them are Second Year

students.

Table 1

Distribution of Respondents

Year No. of Respondents Percentage

1st Year
2nd Year
3rd Year
4th Year
Total 0 100

Instrumentation

In obtaining the needed data, questionnaires were used. These were

administered to the Business Administration students of ACLC College of

Bukidnon. The Teaching Strategies and Level of Teaching Competencies were

obtained through a standardized test known as the Delphi Method Inventory Test

and Teaching Competencies. Improvement of the instrument was made possible

with help of his adviser Dr. Ronel V. Sudaria who evaluated the questionnaire.

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 Part I: Personal Information and Studies related questionnaires consisted

of 6 items to gather personal and studies data. It includes age, sex, civil status,

course, and year level.

Part II. A questionnaire elicited information on the level of Teaching

Competencies of Business Administration Instructors of ACLC College of

Bukidnon. This portion is divided into 4 sets namely: Classroom Management,

guidance and counseling, decision making and human relations.

For the scale on the level of impact as perceived by the respondents the

following scale is used:

Range of Mean Descriptive Level Interpretation

4.50-5.00 Very High This means that the respondents

perceived the item to have
a very great impact.

3.50-4.49 High This means that the respondents

perceived the item to have
a great impact.

2.50-2.49 Moderate This means that the perceived

the item to have a
moderate impact.

1.50-2.49 Low This means that the respondents

perceived the item to have
a less impact.

1.00-1.49 Very Low This means that the respondents

perceived the item have
no impact at all.

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 The second part consist the satisfactory of cooperatives performance to its
members.

The following scale was used for the scale of the level of satisfaction

perceived by the respondents.

Range of Mean Descriptive Level Interpretation

4.50-5.00 Very High This means that the respondents

perceived the item to be
very satisfactory.

3.50-4.49 High This means that the respondents

perceived the item to be
satisfactory.

2.50-3.49 Moderate This means that the respondents

perceived the item to be
fairly satisfactory.

1.50-2.49 Low This means that the respondents

perceived the item to be
less satisfactory.

1.00-1.49 Very Low This means that the respondents

perceived the item to be
unsatisfactory at all.

Data Gathering Procedure

1. Permission to conduct the research. The researchers secure a letter of

permission to conduct a research on the Teaching Strategies and Level of

Teaching Competencies of Business Administration Instructors of ACLC

College of Bukidnon Basis for Intervention Design. He communicated the

College Administrator with the use of communication letters approved by

his adviser.

35
 2. Administration and retrieval of Questionnaires. Numbers of clear

copies were printed by the surveyors. He administers the questioner to the

respondents personally and asks for an honest answer so that the data

gathered would be reliable and valid.

The researchers put forth effort to personally retrieve the survey

instruments. Along with, the researchers retrieved enough to

questionnaires for his study.

3. Collation and tabulation of Data. The result was collected and tabulated

before subjecting it to statistical treatment.

4. Analysis and Interpretation. Results were analyzed and interpreted

based on the purpose of the study.

Statistical Treatment of Data

The data gathered were classified, analyzed and interpreted by using the

following statistical tools:

Mean. This tool was used in order to determine the level of impact for

each indicator of Teaching Strategies and Level of Competencies of Business

Administration Instructors of ACLC College of Bukidnon Basis for Intervention

Design.

Person Correlation Product. This statistical tool was used to identify if

there is a significant relationship between the level of teaching competencies and

36
teaching strategies of Business Administration instructors of ACLC College of

Bukidnon: Basis for intervention Design.

37