Date of Publication

8-2004

Document Type

Dissertation

Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Administration and Supervision | Higher Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Flordeliza C. Reyes

Defense Panel Chair

Roberto T. Borromeo

Defense Panel Member

Judith D. Aldaba
Maribella D. Wong
Adelaida L. Bago
Bienvenido Santos

Abstract/Summary

The study employed the educational case study method and qualitative and quantitative analyses to search for factors that can possibly explain outstanding teaching in higher education. The study was primarily aimed at determining the possible association between teaching styles and selected variables; age, educational attainment, teaching experiences, brain hemisphericity and educational philosophy. The participants of the study are ten metrobank awardees for outstanding teaching who are based in Centers of Excellence and level III accredited programs in institutions of higher learning in Manila and Quezon City. The study also dealt on the analysis of the observable influence of the teachers' teaching styles on students' interest, attention span, and extent of class participation. From the results of the study, policy implications for pre- service and in-service faculty development programs were drawn.

These participants were chosen for the study on the basis of two criteria: teaching at the time of the study and willingness to participate in the study. All of the participants are doctorate degree holders who have had 16 to 56 years of teaching experience. Majority (n=7) are women and middle-aged. Their ages range from 40 to 70 years. Only four have an undergraduate formal preparation for teaching.

The results of the study show that seven participants, six of whom are women, are mixed - brained, and employ an integrated teaching style, while three demonstrate preference for the analytic style. Findings additionally reveal that the teachers who use the integrated teaching style are able to arouse and sustain students' interest, attention and active class participation, much more than the three participants. (2 men and 1 women) who employ the analytical teaching style.

Four female participants espouse an electric philosophy; Two, perennialism; one, realism; and three, experimentalism. The eclectics, the experimentalists and the realists are predominantly mixed- brained who employ the integrated teaching style. The mixed-brained teachers (n=7) show preferences for the integrated teaching style to other teaching styles. These outstanding teachers serve as facilitators of learning in the classroom.

Other than the use of an integrated teaching style, other factors, such as teachers' excellent knowledge of subject matter, facility in the use of the medium of instruction; skill in the art of questioning, good sense of humor, and expressive nonverbal language also have a positive effect on the students' interest, attention span, and participation in class.

Based on the results of the study, implications and recommendations for pre-service education and for professional development of teachers were drawn. In addition, a paradigm, which emerged in the study, is offered, to explain factors that influence outstanding teaching at the tertiary level.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003696

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

College teaching--Philippines; College teachers--Rating of; College teachers; Lecture method in teaching

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