The Disciplinary Problems Among High School Students

moral traits. On the other hand, professional qualities include traits related to the effective teaching and other qualities which have relationship with the acquisition of knowledge and managerial skills. How teachers and students successfully intermingle inside the classroom is determined largely by the teacher’s personality. The quality of interaction during the learning process shall be laid upon in the hands of the teachers. If there is a smooth, comfortable, free-flowing communication, and ease in the delivery of thoughts and idea between the teachers and students, this may lead to high academic performance of the students. The researcher being an elementary teacher in the respondent school is aware of her administrative role in coordinating and in keeping with the new trends of education as well as the activities of the organizational constituents. She is further aware of the need to undertake steps contributory to the improvement of the achievement and performance of the teachers and pupils and so with the upliftment of schools’ status. With the above-mentioned circumstances, the researcher became interested in associating the personality traits of the teachers with the academic performance of the students. The main objective of the study is to determine if there exists a relationship between the specified variables. This study was also anchored in the value of sustainable education among the children as directed by the teachers. As we all know, education is a vital element in attaining sustainable development. Teachers are one of the many factors influencing the quality of education our students possess. These people who contribute much in the intellectual growth of the students will be the focus of the study.

Background of the Study Nowadays, various factors that can aid in the development of the learner are accessible. The children are now exposed to different technologies. Most of the students in The Nazareth School belong to rich family. These children have all the equipment and technologies that can be utilized for learning such as computer and various reading materials. Nonetheless, the role of the teachers in the enhancement of the learner cannot be ignored. The ultimate end of education is the total development of the learner. Along with this view, the teacher as professional is directly responsible in providing the pupils much wider latitude for harnessing their maximum development in the educational arena. After careful and thorough analysis of the possible reasons behind the overwhelming condition in the academe, the researcher wanted to determine the impact of teachers’ inner aspect, which is their personality. She wanted to know if the personality of the teacher has a relationship to the academic performance of the students, whether the performance is poor or at its best.

Theoretical Framework The following theories served as guide in the pursuit of this study. They have been relevant to the variables under investigation.

Conceptual Framework The emphasis of the study was to determine the impact of teachers’ personality to the academic performance of Grade Four students in The Nazareth School in Lipa City. This involved the identification of the personality traits possessed by the teacher respondents with respect to physical, social and emotional, and moral traits. Moreover, the study identified the academic performance of the students according to their general point average in the previous quarterly grading. Outstanding academic performance is the result of many factors. But one important

aspect is the teacher. Most would agree that the teacher is responsible for what happens

in the classroom including both behavior and learning. As conceptualized by the researcher, this study was intended to know if a relationship exists between the teachers’ personality and the academic performance of the students.

The figure below shows the conceptual paradigm of the study.

Dependent Variables Independent Variable

The previously presented research paradigm shows the flow of the study. The researcher determined the personality traits of the teachers. These variables served as the independent variables which assumed to have an impact to the academic performance of the students. The researcher wanted to know if the independent variables have significant relationship to the academic performance of the students. The latter served as the dependent variable under study. The academic performance of the students was determined through the use of their Grade Point Average during the previous quarterly grading.

Statement of the Problem This study focused primarily on the elementary pupils’ performance in THE NAZARETH SCHOOL in Lipa City and its correlation to the teachers’ personal and professional traits. Specifically, it soght answers to the following questions: 1. What are the personal and professional attributes of the grade four teachers? 2. How are the teachers rated with reference to the following: 2.1. physical traits 2.2. social and emotional traits 2.3. moral traits? 3. What is the academic performance of the grade four pupils in the School Year 2012- 2013? 4. How does the extent of the personality of teachers relate to grade four pupils’ performance in the School Year 2012-2013?

Scope and Limitation of the Study This study focused on the achieved correlation between the grade four pupils’ performance in the School Year 2012-2013 in The Nazareth School in Lipa City with teachers’ personal and professional qualities and personality traits. The researcher did not use a sampling method. She considered the total population of Grade Four students which is 35 and 10 Grade Four teachers in The Nazareth School in Lipa City. The academic performance of the students was based on their grade point average (GPA) during the previous quarterly grading. The teacher assessed the data regarding the academic performance of the students.

Importance of the Study The findings of the present study are deemed significant to school administrators, guidance counselors, teachers, parents, pupils and future researchers on the following ways. To the administrators, the assessment of teachers’ and pupils’ performance will reveal their potentials and limitations and may serve as the spring board in planning for supervision. The findings of this study will enable them to assess the effective strategies being used by teachers to achieve better pupil performance and same will determine whether traits which emanated in teaching have something to do with the strategies being employed. To the guidance counselors, this result will enable them to understand the school children better in terms of their needs, potentials, capabilities, and aspirations. To the teachers, results of this study may enable them to assess their strengths and weaknesses. It would motivate them to update their competencies in providing better teaching- learning experience to their pupils. This study will also provide the parents relevant information about their children’s needs, interests and potentials as they grow and develop. Through the process, they can make the needed adjustment on how to deal successfully with them. To the pupils, the findings will help them understand themselves better, identify their strengths and weaknesses thus making them aware of the importance of concentrating more on their studies from the start. To the future researchers, the outcome of this study will certainly provide the new baseline data and insights in the conduct of related studies.

Definition of Terms To facilitate understanding and clarity, the following terms are provided both conceptual and operational definitions. Academic Performance. This refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers (Caleb, 2008). In this study, it refers to the categorical performance of the students consists of outstanding, above average, average, and below average of the Grade Point Average (GPA). Emotional traits. These are the distinguishing characteristics of a teacher like fairness, impartiality, sympathy, tolerance, kindness, helpfulness, patience, creativity, resourcefulness, flexibility, emotional stability and self-control that give impact to pupils’ learning. Grade Point Average (GPA). The ratings obtained by the students as reflected in the report card. In this study, it refers to the computed average during the previous quarterly grading. Moral traits. They are the personal characteristic of a teacher like integrity, trustworthiness, honesty and loyalty that are favorable to the development of a desirable personality in the learner. Personal attributes. They are the teacher’s personality, his interests, attributes, and beliefs and his behavior in working relationship with pupils and other people. In this study, it refers to age, gender, and civil status of Grade Four teachers. Physical traits. This refers to the character traits of a teacher that have to do with him as a person that are related to his teaching job such as pleasing personal appearance, manner, courteousy, and pleasant voice. Professional attributes. The term refers to teacher’s knowledge of the subject matter to be taught, his understanding of the pupils psychologically and educationally, patient, dynamic including good physical and mental health, strives to grow profe3ssionally and aware of the value of his profession and in keeping abreast with the changes in education through various in-service education programs. In this study, it refers to educational attainment, eligibility and length of service of grade six teachers. Social traits. They are the characteristics of a teacher like enthusiasm, sense of humor, cheerfulness, friendliness, cooperativeness and sociability that have relation to knowledge and skills in teaching.

Research Instrument Used The data were gathered through the use of a questionnaire. It includes the personal and professional attributes of teachers. The instrument was divided into two parts to best serve the purpose of the study. The first part were responded by the Grade Four teachers to identify their personal and professional attributes such as age, gender, civil status, educational attainment, eligibility, and length of service. The second part were responded by 35 students to rate the teachers based on their physical traits, social and emotional, and moral traits. The student- respondents were asked to rate each item in the questionnaire on a 5-point rating scale depending on their assessment to each subject teacher. To be able to interpret the computed weighted mean, the following scales were utilized.

Numerical Rating Mean Ranges Verbal Interpretation 5 4.5-5.0 Very Satisfactory 4 3.5-4.49 Satisfactory 3 2.5-3.49 Moderately Satisfactory 2 1.5-2.49 Unsatisfactory 1 1.00-1.49 Very Unsatisfactory

To validate the questionnaire, a draft copy was submitted to the adviser for her suggestions; vague questions were changed and improved for content validity. The Documentary analysis was also utilized by the researcher. The Grade Point
Average (GPA)average from the previous quarterly grading were used to determine the pupils’ performance.

Statistical Treatment of Data The gathered data were analyzed and tabulated accordingly. Data on the personal and professional attributes of teacher-respondents were described using the frequency count and percentage while the weighted mean and verbal interpretation were used to describe teachers’ rating with reference to physical, social emotional and moral traits. The numerical ratings were described using the following scale: 4.5-5.0 Very Satisfactory 3.5-4.49 Satisfactory 2.5-3.49 Moderately Satisfactory 1.5-2.49 Unsatisfactory 1.00-1.49 Very Unsatisfactory

The performance of the pupils was determined using the average of their grades in the first to third quarter. The numerical ratings were described using the following scale: 91-95 Outstanding 86-90 Above Average 81-85 Average 80-84 Below Average 76-79 Poor

This relationship between the rating on teachers’ physical, social, emotional and moral traits and pupils’ performance in the previous quarterly grading was tested using the Pearson r.

Gender
|Gender |Frequency |Percentage |
|Male |8 |80% |
|Female |2 |20% |

The table shows that most of the teachers are female which is equivalent o 80%.

Civil Status
|Civil Status |Frequency |Percentage |
|Single |6 |60% |
|Married |4 |40% |
|Widower | | |

Most of the teachers are single as shown in the table.

1. 2 Professional Attributes Educational Attainment
|Educational Attainment |Frequency |Percentage |
|BEED |3 |30% |
|BSE |4 |40% |
|Other courses with 18 units |3 |30% |
|42 or 36 units M.A. Equivalent | | |
|M.A.with thesis | | |
|With units in Ed. D. or Ph. D. | | |
|Ed. D or Ph. D | | |

The table shows that most of the Grade Four teachers graduated with Secondary Education.
Civil Service Eligibility
|Civil Service Eligibility |Frequency |Percentage |
|PBET | | |
|LET |7 |70% |
|ETE | | |
|Civil Service |1 |10% |
|None |2 |20% |

As per eligibility status of the respondents, out of 10 of the subject teachers, 7 or 70 percent passed the LET and 1 or 10 percent passed the Civil Service Exam. While the other two teacher-respondents or 20 percent have yet to take examination for eligibility.

Length of Service
|Length of Service |Frequency |Percentage |
|less than one year | | |
|1-5 years |5 |50% |
|6-10 |5 |50% |
|11-15 | | |
|16-20 | | |

Fifty percent has 6-10 years of teaching experience while the other half or fifty percent has 1-5 years of teaching experience.

|Academic Performance of Grade Four Students |
|General Point Average in Different Subjects |

|English |
|Academic Performance |Frequency |Percentage |
| | | |
|Outstanding (91-95) |9 | |
|Above Average (86-90) |14 | |
|Average (81-85) |8 | |
|Below Average (80-84) |4 | |
|Total |35 |100 |

|PHYSICAL TRAITS OF TEACHERS |
|WEIGHTED MEAN |
|Statements |
|WEIGHTED MEAN |
|Statements |
|WEIGHTED MEAN |
|Statements |

|English |

|English |

English |Filipino |Math |Science |Social |Values Education |HELE |Music |Art |PE | |4.13 |4.5 |4.42 |4.31 |4.51 |4.52 |4.15 |4.37 |4.49 |4.35 | |

87.49 |

88.18 |

87.69 |

86.41 |

87.29 |

89.8 |

89.75 |

90.5 |

90.9 |

90.22 | | r = 0.140812

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Academic Performance of Students

Personal and Professional Qualities

Personality Traits

- Physical Traits - Social and Emotional Traits - Moral Traits