Teaching Style, Creativity and Performance of Social Studies Teachers In the Schools Division

Abstract

This study aimed to determine the teaching style, creativity, and performance as influenced by the length of service, educational attainment, and field of specialization among the public secondary school teachers in the Division of Guimaras. Specifically, it discerned the differences and relationships between and among the teachers' teaching style, creativity, and teaching performance. The respondents of the study were the 37 secondary school teachers in the Division of Guimaras, school year 2004–2005. To gather the data, Performance Appraisal System for Teachers (PAST), a researcher-made questionnaire, and a creativity survey (Fantilanan, 2004) were used. The statistical tools employed were means and standard deviations for descriptive analysis. The t-test, One Way ANOVA, Pearson's r, and Scheffé test were employed as inferential statistics set at .05 alpha.

The result of the investigation revealed that the secondary school teachers of public secondary high schools in the Division of Guimaras manifested a "very satisfactory" teaching performance. Teachers had a "highly facilitating" style and were "moderately creative" in teaching. The teachers did not differ significantly in their teaching performance when classified according to length of service, educational attainment, and field of specialization. Significant differences existed in the teaching style of the respondents when grouped according to length of service. Moreover, when grouped according to educational attainment and field of specialization, there was no significant difference in the teaching style of the respondents. Similarly, there were no significant differences in the level of creativity when the respondents were grouped according to length of service, educational attainment, and field of specialization. Likewise, there was a positive correlation that existed between performance and creativity, teaching style and creativity, and performance and teaching style.