MELJUN CORTES research tcu_research_cetcs__research_3rd_metro_south_presentation_

1
ESTERLINA B. PEPITO & MELJUN P. CORTES
Taguig City University
Gen. Santos Ave., Upper Bicutan, Taguig City
COLLEGE OF ENGINEERING, TECHNOLOGY AND COMPUTER
SCIENCE
Teaching Performance of
TCU Faculty as correlates to
their Psychological Well Being
in the Teaching Learning
Process
MELJUN CORTES

2
Introduction
In the midst of the movement to improve education
to prepare all students to compete in a global
society, reform efforts have been enforced in every
state through mandates and regulations. Teachers
are now finding it necessary to reflect on teaching
practices, as well as knowledge and pedagogy in an
effort to better meet the needs of students.
(Darling-Hammond & McLaughlin, 1995)
COLLEGE OF ENGINEERING, TECHNOLOGY AND COMPUTER SCIENCE

3
Teacher performance evaluation has become a dominant theme in school
reform efforts. Yet evaluation changes the performance of teachers. Teacher
performance evaluation is a complicated but a necessary process. It is
particularly complex because of the varied types of teachers and students,
and styles of teaching and learning. Properly done, however, such a review
can and should result in positive, constructive change. Central to this idea is
the concept that one never grows too old, too wise, or too experienced to
improve. Teaching Performance evaluation should always be approached in
a positive manner.
Introduction

4
Competitive conditions of today’s world put workers under a lot of stress.
Consequently, this stress influences their Psychological Well Being. Teachers as
workers , also feels the influences of this stress. they feel burned-out, unhappy,
dull, or unsatisfied because of factors such as high teacher-student ratio,
inconvenient or inefficient physical school facilities and school conditions , and
low salaries. (Ryff, 2000)
The researchers , being teachers themselves became interested in determining
the relationship of the teaching performance and psychological well being of the
faculty of Taguig City University .
Introduction

5
Research Problems /
Research Objectives
This study aimed to determine the teaching performance of the faculty of
Taguig City University as correlates to their psychological well being in the
teaching learning process.
Specifically, this will seek to answer the following questions:
1. What is the demographic profile of the respondents in terms of :
1.1 gender ;
1.2 age ;
1.3 civil status ;
1.4 educational attainment ;
1.5 years of experience ?

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Research Problems / Research Objectives
2. What is the teaching performance of the respondents in terms of
2.1 professional performance ;
2.2 professional deportment ;
2.3 management of student learning ;
2.4 classroom management ;
2.5 assessment of student learning?
3. How do the faculty respondents assess their psychological well being in terms of :
3.1 self-acceptance
3.2 positive relations with others
3.3 autonomy
3.4 environmental mastery
3.5 purpose in life
3.6 personal growth?
4. How significant is the relationship between the teaching performance and
psychological well being of the respondents?

7
Hypothesi
sThe following hypothesis to be tested in the
research study is:
There is no significant relationship between the
teaching performance and psychological well
being of the respondents.

8
Research
Paradigm
The research paradigm of this study shows the domains of the psychological well
being as designed by Ryff in which the researchers assured to have influenced
the teaching performance of the faculty of Taguig City University.
Autonomy
my
Teaching Performance
Environmental
Mastery
Personal Growth
Psychological Well Being
Purpose in life
Self acceptance
Positive Relations
with others

9
The schematic diagram shows the six dimensions of psychological well
being which correlates to the teaching performance . Like wise the
criteria being used in evaluating the teaching performance such as
professional performance; professional deportment; management of
student learning ; classroom management and assessment of
student learning were used .
Research
Paradigm

10
Methodolog
yThis study makes use of descriptive research method with questionnaire as the major
tool for gathering data. Purposive sampling technique was used in the study based on
the judgement of the researcher as to who can provide the best information to achieve
the objectives set in the study. The researchers only goes to those people who in his/her
opinion are likely to have the required information and be willing to share.
The researchers chose participants from the different college who were available during
the time of the survey. There were 75 full time faculty who were willing to rate
themselves as to their teaching performance and psychological well being.
A complete enumeration was used in seeking the faculty respondents, thus, random non
probability sampling procedure was utilized in the study.

11
Research Instrument
The primary data gathered from the respondents and information
are extracted through the following instruments:
Part 1 a researchers – made survey questionnaire which seeks to
gather information on the demographic profile of the respondents;
and to determine the teaching performance of the faculty.
Part 2 a standardized questionnaire of Ryff Psychological Well Being
which consists of 42 items which intended to measure the level of
psychological well being of the respondents

12
Results and
DiscussionsProfile of the Administrator and Faculty Respondents:
The majority of the respondents belonged to the age bracket of 41 to 45 years old
based on the distribution of 24 or 32 percent.
2. The faculty respondents were dominated by females than males as shown from
the distribution of 42 or 56 percent.
3. In educational attainment 36 or 48 percent of the respondents are with Master’s
degree.
4. As to the years of experience 47 or 63 percent are 6 to 10 years of teaching
experience.
5. Majority are family men and women, based from the distribution of 65 or 64
percent.


13
Assessment of the Teaching Performance of the Faculty
Respondents.
Table 21
Summary of the Assessment on Teaching Performance
in Selected Variables
Variables
Faculty
WM
Interpretat
ion

Professional
Performance 3.66
satisfactor
y

Professional
Deportment 3.71
satisfactor
y

Management of
Student
Learning 3.55
satisfactor
y

Classroom
Management 3.72
satisfactor
y

Assessment of
Student Learning 3.82
satisfactor
y
Results and
Discussions

14
Survey revealed that the assessment of the of respondents on professional
performance is “ very satisfactory “. This finding was supported by the over-all
weighted mean of 3.66.
Likewise, the respondents assessment on professional deportment is “ very
satisfactory ”. Serving to confirm this finding was the respondents’ overall
On the same manner, respondents manifested “ very satisfactory “ on
management of student learning. This was substantiated by their overall
composite weighted mean of 3.55.
Data revealed that. respondents’ assessment is “ very satisfactory “ on the
teaching performance in terms of classroom management. Attesting to the
result of the finding was the overall weighted mean of 3.72.
Results and
Discussions

15
Likewise, the respondents assessed “ very satisfactory” on the teaching
performance in terms of assessment of student learning.
Attesting to the result of the finding was the overall weighted mean of 3.82.
Overall, the respondents manifested to a “ satisfactory” on the teaching
performance of faculty on selected variables as inferred from the overall
weighted mean score of 3.69.
The result of the study have shown that the average score of the faculty acquired on
the teaching performance scale is at the level of “satisfactory”.
Consequently, it is possible to conclude that the teaching performance
experienced by faculty in school is sufficient.
Results and
Discussions

16
Assessment of Faculty Respondents on their Psychological Well Being
The following variables are considered by the respondents in assessing their
psychological well being : autonomy; environmental mastery; positive relations;
personal growth; and self-acceptance.
Table 29
Summary on Psychological
Well Being of the Faculty Members
Variables
Mea
n Description

Autonomy 5.00 partly agree

Environmental
Mastery 5.42 agree

Personal Growth 5.47 agree

Positive Relations 6.06 agree

Purpose in Life 5.59 agree

Self - Acceptance 4.93 partly agree

Overall Mean 5.41 agree
Results and
Discussions

17
Data shows that the respondents “agree“ on their psychological well being in terms of
personal relations with others. This was supported by the overall weighted mean of 6.06.
Survey revealed that the respondents “agree“ on their psychological well being in terms of
purpose of life This finding is supported by the over all weighted men of 5.59.
On the contrary, the faculty members responded “partly agree” on psychological well being
in terms of self – acceptance.
Substantiating this finding is the overall weighted mean of 4.93.
Over all, the aforementioned variables on psychological well being in terms of autonomy,
environmental mastery, personal growth, positive relations, purpose in life and
self-acceptance, faculty responded “agree” as indicated from the overall
Likewise, the responses of faculty regarding psychological well being statements corresponds
to “agree” is at reasonable level. Their responses in “autonomy and self- acceptance”
measurements were partly agree. This level is not acceptable for those in the teaching
profession and could be improve. Teacher’s feeling concerning their autonomy and self-
acceptance play an essential role in student development.
Results and
Discussions

18
Psychological wellbeing as defined by Ryff (1989a, 1989b)
as a multidimensional construct that comprises various
social, psychological and physiological aspects, which may
be interrelated and which may influence each other. All
these psychological wellbeing construct and reflect a great
degree of access to coping resources, such as skills and
supportive personal relations, which are proven to be
important in coping with psychological stress.
Results and
Discussions

19
Significant Relationship between the Teaching Performance and
Psychological Well Being of the Faculty Respondents
To determine whether or no significant relationship existed in the assessment of
the respondent as to teaching performance and psychological well being
Correlation test was applied. The results of the application of the test statistics are
discussed and analyzed in this section of the research.
A moderate degree of correlation was found among environmental mastery;
purpose in life and self-acceptance in relation to the teaching performance.
This can be supported by the computed r – value of 0.53 ; 0.67 and 0.62
respectively. The aforementioned degree of correlation, however, was not
statistically significant as the recorded t – value of 1.819 ; 2.007; and 1.762
which were less than the tabular t – value of 2.228 at 0.05 level of significant.
The null hypothesis of no significant relationship is therefore accepted.
Results and
Discussions

20
Table 30
Significant Relationship of Teaching Performance as to the Psychological Well
Being of the Faculty
Variables
r -
va
lu
e
Degr
ee of t -
co
mp
ute
d
t -
tab
ula
r
Decis
ion
Correl
ation

signifi
cant
Autonomy
0.8
3
high
correl
ation
3.33
3.
2.2
28
relatio
n

Environme
ntal
Mastery
0.6
3
moder
ate
1.81
9
2.2
28
no
relatio
nship

signifi
cant
Personal
Growth
0.7
7
high
correl
ation
2.68
9
2.2
28
relatio
nship
signifi
Results and
Discussions

21
A high degree of correlation was noted among the variables autonomy ;
personal growth ; and positive relations.
This was indicated by the computed
r – value of 0.83; 0.77; and 0.78. Likewise, a significant relationship
existed between the three variables as supported from the computed
t- value of 3.333 ; 2.689 ; and 2.950 which is higher than the tabular
t – value of 2.228 at 0.05 level of significance. Hence, the hypothesis of
no significant relationship was rejected.
The findings of this study revealed that teaching performance has a significant
relationship with teacher’s psychological well being in terms of
autonomy; personal growth and positive relations.
Results and
Discussions

22
Conclusion
s
On the account of the foregoing significant findings the following conclusions
were derived:
1.The faculty respondents are mostly 41 tom 45 years of age and have
Master’s degree. Most of them are females, have 6 to 10 years of
experience as teachers and are family men and women.
2. Over all statistical results shows that their teaching performance is
satisfactory and consequently , it is possible to conclude that their
teaching performance experienced at school is sufficient to the teaching
learning process of the students.

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3. Likewise, the responses of faculty regarding psychological well being statements
corresponds to “agree” is at reasonable level. Their responses in “ autonomy
and self- acceptance” measurements were partly agree.
This level is not acceptable for those in the teaching profession and could be
improve. Teacher’s feeling concerning their autonomy and self-acceptance
play an essential role in student development.
Besides teacher’s autonomy and self-acceptance levels are important for themselves as educators who are open
to continuing education developments who are reflecting various experiences within their work, who can critique in
an objective manner, and finally who make plans and evaluate the results of the plans. Improvement in autonomy
also helps with the meta-cognitive skills. Therefore, teachers could be offered assistance programs to help them
master certain issues and skills such as self-awareness, responsibilities, challenges and flexibilities to adopt to
various roles in the classroom.
4. The findings of this study revealed that teaching performance has a significant
relationship with teacher’s psychological well being in terms of autonomy;
personal growth and positive relations. according to the identified needs.
Conclusion
s

24
RecommendationsBased on the significant findings and conclusions of this research, the following
recommendations are offered:
There is a need for teachers to learn continuously in order to develop their knowledge
and skills and adapt and develop their roles especially through teaching and learning.
The administration should answer the demand for upgrading of professional growth
of faculty
School ,Administrators need to exhaust more efforts to improve the TCU faculty members
‘social interaction and supportive work environment in the schools
3. The University should provide an intervention programs that will increase the faculty’s
teaching performance and psychological well being levels and school administrators must
focus on the effectiveness of the intervention programs.
4. Further studies be conducted to compare the teaching performance and psychological well
being across different variables.

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COLLEGE OF ENGINEERING, TECHNOLOGY AND COMPUTER
SCIENCE
Thank
You…..
ESTERLINA B.
PEPITO
MELJUN P.
CORTES

MELJUN CORTES research tcu_research_cetcs__research_3rd_metro_south_presentation_

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