The Disposition of Teachers Toward Effective Teaching and Learning

THE DISPOSITION OF GRADE FIVE TEACHERS TOWARD
EFFECTIVE TEACHING AND LEARNING

CHRISTIE P. BALADJAY
Teacher III

AN ACTION RESEARCH SUBMITTED TO
SERO CENTRAL SCHOOL, COTABATO CITY

APRIL 2013

ABSTRACT

The dispositions of teachers or their attitudes, beliefs and tendencies about teaching and classroom can influence the learning of their pupils. This paper provides a review of the research on the role that teacher dispositions play in promoting and improving pupils’ achievement. Moreover, the paper offers factual and useful data for the principals that will serve as benchmark information in crafting school policies or instruments to gauge the teacher’s dispositions in relation to pupils’ achievement.
A teacher may have the gift to teach and may hold knowledge and skills but may not possess the disposition to act. This may manifest itself in behaviors such as not preparing the classroom environment conducive to learning, going to class unprepared, impatient when dealing with pupils, unwilling to engage in research-based teaching practices to stay current, and does not even seek out professional growth opportunities. If the presence of certain dispositions is detrimental to promote pupils’ achievement, it is recommended that school heads may assess teachers’ dispositions.

THE PROBLEM AND ITS BACKGROUND

Introduction Education occupies a central place in Philippine political, economic, social and cultural life. It has always been strongly viewed as a pillar of national development and a primary avenue for social and economic mobility. The Department of Education provides opportunities for the teachers and for the schools in particular to pursue its thrusts in attaining quality education. With this, teachers are sent to different trainings and seminars to acquire new trends of strategies, techniques and knowledge in delivering the goods to its major clienteles, the pupils.
Over the past decades, the teacher quality has become a top priority of the national education policy in each country. According to Singh and Stoloff (2012), there is empirical evidence that suggests that teacher inputs have impact on pupil outcomes. It is also believed that teacher dispositions are as crucial for pupil achievement as a teacher’s pedagogical and content knowledge/skills.
Indeed, it is easy to assert that a teacher’s disposition is an important element in pupil success – and some may say that thus simply common sense. In the local context, teacher disposition on pupil achievement is not well-established or not yet fully investigated.
In Sero Central School, teachers engage into quality education that is affordable and accessible to all. Teachers in all grade levels are expected to bring out the best from each learner. One common visible best practice in classroom management is to provide conducive school atmosphere that promotes, if not best, better teaching and learning environment. A classroom environment is afforded to hone the individual knowledge, skills and desirable attitude towards higher achievement, thus academic excellence is promoted.
In order to gauge the current achievement of the school, and in particular, of the grade five level, the researcher would like to assess the grade five teachers’ dispositions on pupils’ achievement.

Statement of the Problem Generally, this study was conducted to assess the Grade Five Teachers’ dispositions on pupils’ achievement in School Year 2012-2013. Specifically, the study sought to answer the following:
1. What are the perceptions of teachers on themselves as effective?
2. What are the teachers’ beliefs that pupils can learn?
3. What are the teachers’ outlook on pupils’ achievement? and
4. What are the professional growth of teachers in relation to pupils’ achievement?

REVIEW OF RELATED LITERATURE
Many educators would argue that some people simply have the gift to teach and would support that those gifts give one person the edge over another when dealing with classroom management, course instruction, or pupil rapport. Other educators would argue that many of the characteristics that separate the great teachers from rest cannot be taught, identified, or measured. However, if these characteristics could be identified as contributing to pupil achievement, even a best effort would be beneficial (Ellis and McElvey, n.d.).
In western countries, teacher dispositions towards pupil outcome or achievement are being assessed. A tool on dispositions was developed. Moreover, as broadly defined by several experts in the field of education and in the context of this action research, the following definitions are adapted:
Professional Dispositions. Professional attitudes, values and beliefs demonstrated both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development (Hallam, 2009.

However, the term disposition is defined by Katz (1988) as:

A very type of learning from skills and knowledge. They can be thought of as habits of mind, tendencies to respond to situations in certain ways. A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed toward a broad goal.

In totality, teachers play a great role in pupils’ successes and failures. As emphasized by Hallam (2009),
What makes a great educator? Subject matter knowledge? Pedagogical skills? These are two critical elements certainly. But there is another element that is also important piece in a teacher’s makeup: disposition.

The pupil achievement, on the other hand, is defined as a representation of a particular type of learning outcome, specifically performance on tests and grades achieved in courses taken (Romney, 2003). Moreso, according to Wasicsko (in Hallam, 2009), effective teacher dispositions can be organized into four measurable domains: A) The most effective teachers perceive themselves as effective. These teachers are self-confident and optimistic. They can identify with a broad and diverse range of people. B) They believe that all pupils can learn. C) They have broad frame of reference and see a larger purpose for what they do. They also teach a disposition for learning. D) They look at the people element. What really good teachers know is that it is all about people. You can get magnificent learning to happen when you know that.
Giovannelli (2003) studied the relationship between a reflective disposition and effective teaching in the classroom. She found that the reflective disposition had a strong, positive influence on effective teaching strategies, especially in the domains of instructional behavior, classroom organization, and teacher expectations. Simply put, she notes that dispositions provide an accurate measure of teacher effectiveness.

Conceptual Framework

Figure 1. Conceptual Model

METHODS AND MATERIALS

Research Design
This action research is a descriptive study which uses a structured questionnaire to determine the Grade Five teachers’ disposition on pupils’ achievement.

Respondents This study was carried out in Sero Central School, Cotabato City. There were ten (10) Grade five teachers considered as respondents of the study. Purposive sampling was done.
Instrumentation
To collect the needed data, a disposition instrument was used adapted from Scrivner (2009). There were forty-five statements that each teacher responded on the following level of agreement (see Appendix A): 1 = Strongly disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree
Data Analysis The gathered data were analyzed using descriptive statistics such as weighted mean with verbal description. The results were presented in a table and interpreted by the researcher with the following scale:
1.00 – 1.79 = Strongly Disagree
1.80 – 2.59 = Disagree
2.60 – 3.39 = Neutral
3.40 – 4.19 = Agree
4.20 - 5.00 = Strongly Agree
RESULTS AND DISCUSSION

Perception of teachers on themselves as effective and teachers’ beliefs that pupils can learn

As perceived by Grade Five Teachers, all of them believed that all pupils can learn and that it is also important to involve pupils in the teaching and learning processes (Table 1). The result of the study implies that teaching-learning environment should focus on the pupils as the main subject of day-to-day interaction in the classroom.
The findings of this study support the claim of Katz, 1988) that teachers’ dispositions are very different type of learning from skills and knowledge. They can be thought of as habits of mind, tendencies to respond to situations in certain ways. Katz maintained that the most important disposition was the disposition to go on learning. According to Singh and Stoloff (n.d.) perceptions about other people require that teachers hold their colleagues and pupils in a positive light. They perceive them to be able, dependable, worthy, friendly, enhancing and well intentioned. The beliefs teachers hold about their pupils have considerable impact on the pupils’ behavior.

Table 1. Perception of teachers on themselves as effective and their beliefs that pupils can learn, S.Y. 2012-2013.
Teachers’ Dispositions Weighted Verbal Mean Description
I believe that all pupils can learn 5 Strongly agree
I believe it is important to involve all pupils
In learning 5 Strongly agree

Table 1. continued
Teachers’ Dispositions Weighted Verbal Mean Description
I view teaching as an important profession 4.8 Strongly agree
I view teaching as a collaborative effort among educators 4.6 Strongly agree
I am sensitive to pupil differences 4.2 Strongly agree
I believe it is my job to create a learning environment that is conducive to the development of pupil’s self-confidence and competence 4.1 Agree
I am willing to receive feedback and assessment of my teaching 4.1 Agree
I create connections to subject matter that are meaningful to pupils 4.1 Agree

Teachers’ outlook on pupils’ achievement As presented in Table 2, all teachers strongly agreed that a variety of instructional strategies to optimize pupils’ learning should be provided, recognizing that pupils learn in many different ways, and believing that each pupil can learn and they should be involved in the learning process. The teachers also agreed that good environment should be provided by teachers to greatly affect the learning and development of the learners. Teachers understood that their expectations have an impact on pupils’ learning and therefore, each teacher strongly agreed that the pupils have certain needs that must be met before learning can take place.
Moreso, making our teachers more sensitive to pupil differences, thus, teachers strongly agreed that they should respect the cultures of the pupils, treat them with dignity and respect at all times, have more patience when working with them, always open to adjusting and revising lesson plans to meet pupil needs, to demonstrate respect for the feelings, ideas and contribution of others. To promote better achievements, the teachers believed that it is important to learn about pupils and their community. Furthermore, they also agreed that they are successful in facilitating learning for all pupils, selected materials that are interesting for pupils, demonstrated and encouraged democratic interaction in the classroom and school, and provided appropriate feedback to encourage pupils in their development, read the non-verbal communication of pupils and stimulated pupils’ interests by selecting material that is relevant for the pupils.

Table 2. Teachers’ outlook on pupils’ achievement.
Teachers’ Dispositions Weighted Verbal Mean Description
I believe a teacher must use a variety of instructional strategies to optimize pupil learning 4.6 Strongly agree
I understand that pupils learn in many different ways 4.7 Strongly agree
I believe in the classroom environment a teacher creates greatly affects pupils’ learning and development 4.5 Strongly agree
I understand that teacher’s expectations impact pupil learning 4.6 Strongly agree
I respect the cultures of all pupils 4.4 Strongly agree
I understand pupils have certain needs that must be met before learning can take place 4.4 Strongly agree
I treat pupils with dignity and respect at all times 4.4 Strongly agree
I am patient when working with pupils 4.3 Strongly agree

Table 2. continued
Teachers’ Dispositions Weighted Verbal Mean Description
I am open to adjusting and revising my plans to meet pupils’ needs 4.2 Strongly agree
I communicate in ways that demonstrate respect for the feelings, ideas, and contributions of others 4.1 Agree
I believe it is important to learn about pupils and their community 4.0 Agree
I am successful in facilitating learning for all pupils 4.1 Agree
I select material that is interesting for all pupils 3.9 Agree
I demonstrate and encourage democratic interaction in the classroom and school 3.9 Agree
I select material that is relevant for pupils 4.1 Agree
I provide appropriate feedback to encourage pupils in their development 4.1 Agree
I accurately read the non-verbal communication of pupils 4.1 Agree
I stimulate pupils’ interests 4.1 Agree

The professional growth of teachers in relation to pupils’ achievement Most of the teachers strongly agreed that they honor their commitments by maintaining professional appearance. They also viewed that teachers should commit to critical reflection of their professional growth and listen to colleagues’ ideas and suggestions to improve instruction with a comparable weighted mean of 4.1. Some important accounts that this study revealed are teachers agreed that they assume responsibility when working with others, punctual and reliable in attendance, communicate effectively with pupils, parents, and colleagues. To grow professionally, they agreed to cooperate with colleagues in planning instruction and actively seek out professional growth opportunities (4.0.). Of the eighteen (18) teacher disposition indices, only one index has a weighted mean of 3.9 which is they uphold the laws and ethical codes governing the teaching profession.
The other dispositions which are closed to the range of neutrality are teachers demonstrated qualities of humor, empathy and warmth with others, they valued both long term and short term planning, and stayed current with evolving nature of the teaching profession (3.8.). The other dispositions which teachers agreed that they are thoughtful and responsive listeners, communicated caring, concern and willingness to become involved with others, and worked-well with others in implementing a common curriculum (3.7). As revealed in the study, most of the teachers responded close to neutrality that they took initiative to promote ethical and responsible professional practice, and teachers are engaged in discussions about new ideas in the teaching profession (3.6). And one of the significant results is that Grade Five Teachers are neutral in their responses on disposition that they are engaged in research-based teaching practices. The result implies that teachers are not so-well-versed in handling teaching profession that is research oriented especially in handling their day-to-day classroom management and instructions. The study further suggests that teachers should have more capacities to make research in their own field of interest or specialization for them to improve and play effectively their role as a teacher in promoting pupils’ achievement.
As emphasized by Singh and Stoloff (2012), the positive dispositions in teacher’s knowledge of subject matter mandate that the teachers are enthusiastic about their subject field, they engage in research based instructional strategies, they seek out growth opportunities and stay current. There is also a need for teachers to create connections to subject matter that are meaningful to pupils.

Table 3. Grade Five Teachers’ disposition on professional growth in relation to pupils’ achievement, S.Y. 2012-2013.
Teachers’ Disposition Weighted Verbal Mean Description
I honor my commitments 4.5 Strongly agree
I maintain a professional appearance 4.4 Strongly agree
I demonstrate qualities of humor, empathy, and warmth with others 3.8 Agree
I am thoughtful and responsive listener 3.7 Agree
I assume responsibility when working with others 4.0 Agree
I communicate caring, concern and willingness to become involved with others 3.7 Agree
I am punctual and reliable in my attendance 4.0 Agree
I engage in research-based teaching practices 3.3 Neutral
I listen to colleagues’ ideas and suggestions to improve instruction 4.1 Agree
I take initiative to promote ethical and responsible professional practice 3.6 Agree
I engage in discussions about new ideas in the teaching profession 3.6 Agree
I value both long term and short term planning 3.8 Agree

Table 3. continued
Teachers’ Dispositions Weighted Verbal Mean Description
I stay current with evolving nature of the teaching profession 3.8 Agree
I communicate effectively with pupils, parents, 4.0 Agree and colleagues
I work well with others in implementing a common curriculum 3.7 Agree
I uphold the laws and ethical codes governing the teaching professions 3.9 Agree
I actively seek out professional growth opportunities 4.0 Agree
I cooperate with colleagues in planning
Instruction 4.0 Agree
I am committed to critical reflection for my professional growth 4.1 Agree

CONCLUSION

As revealed in the study, Grade Five Teachers played an important role in pupils’ achievement by agreeing that all of them believed it is important to involve pupils in the teaching-learning processes and believing that all pupils can learn based on their own needs and interests. Moreover, teachers have different assumptions of an effective teacher by believing that their expectations have an impact on pupils’ learning by committing themselves and maintaining a professional appearance. However, the study concluded that teachers should improve their instructional strategies based on research findings and make themselves stay current in the evolving trends in their teaching profession as one way to grow professionally.

RECOMMENDATIONS As highlighted in the study, there is a need for Grade Five teachers to develop further their research capabilities in relation to their profession as teachers. In particular, a research work on an effort to promote educational equity for all students deemed necessary to be investigated.
Furthermore, a capability training for teachers is recommended to enhance teaching competencies so as to improve the pupils’ achievement.
Finally, the school’s merits, awards and incentives mechanism shall also be improved to motivate the teachers to perform their tasks and responsibilities diligently and effectively.
REFERENCES

Ellis, Iris C. and Randy McElvey. n.d. Teacher Dispositions and Preservice Teachers. In: au.search.yahoo.com. Date Accessed: April 4, 2012.

Hallam, Maura Kate. 2009. Why Teacher Dispositions are a Crucial Aspect of Student Success. The Language Educator, in: www.actfl.org/files/TLE_Jan09_article.pdf. Date Accessed: April 2, 2012.

Katz, L.G. 1993. Dispositions as educational goals. ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-93-10. In: http://www.thefreelibrary.com/Attitudes+toward+dispositons+of+teachers.-a0126683336. Date Accessed: April 4, 2012.

Scrivner, Cheryl M. 2009. The Relationship Between Student Achievement and Teacher Attitude: A Correlational Study, in:www.gradworks.umi.com. Date Accessed: April 1, 2012.

Signh, Delar K and David L. Stoloff. 2012. Assessment of Teacher Dispositions. In: http://finarticels.com/p/articles/mi_mOFCR/is_4_42/ai_n30911953. Date Accessed: April 2, 2012.

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References: Ellis, Iris C. and Randy McElvey. n.d. Teacher Dispositions and Preservice Teachers. In: au.search.yahoo.com. Date Accessed: April 4, 2012. Hallam, Maura Kate. 2009. Why Teacher Dispositions are a Crucial Aspect of Student Success. The Language Educator, in: www.actfl.org/files/TLE_Jan09_article.pdf. Date Accessed: April 2, 2012. Katz, L.G. 1993. Dispositions as educational goals. ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-93-10. In: http://www.thefreelibrary.com/Attitudes+toward+dispositons+of+teachers.-a0126683336. Date Accessed: April 4, 2012. Scrivner, Cheryl M. 2009. The Relationship Between Student Achievement and Teacher Attitude: A Correlational Study, in:www.gradworks.umi.com. Date Accessed: April 1, 2012. Signh, Delar K and David L. Stoloff. 2012. Assessment of Teacher Dispositions. In: http://finarticels.com/p/articles/mi_mOFCR/is_4_42/ai_n30911953. Date Accessed: April 2, 2012. .