Profile and teaching styles of dance educators in the Philippines

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Physical Education

Document Type

Article

Source Title

Ugong

Volume

7

Issue

1

First Page

97

Last Page

118

Publication Date

2014

Abstract

This study determined the profile and teaching styles of dance educators in the Philippines. Grasha-Reichmann’s Teaching Inventory Survey Questionnaire was administered to a simple random sample of 121dance educator-respondents who participated during the 27th Annual Dance Educators Convention Seminarof the Dance Education Association of the Philippines (DEAP). The findings revealed that there werediminutive differences with regard to sex, age, highest educational attainment, level taught, total number of teaching year’s experience, number of years teaching dance, and dance expertise while there were large differences in terms of employment status, type of school, and highest level of dance training. Danceeducator-respondents predominantly used the ‘expert’ teaching style while ‘delegator’ teaching style was theleast employed. Results also showed that the ‘formal authority’ (F= 7.807, p= .001), ‘personal model’ (F=4.702, p= .011), and ‘delegator’ (F= 5.779, p= .004) teaching styles differed significantly when grouped according to level taught. Furthermore, this paper offers suggestions of how the teaching of dance becomesmore effective and innovative.

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Disciplines

Dance | Health and Physical Education

Keywords

Dance—Study and teaching--Philippines; Dance teachers--Philippines

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