Work Habits Commitment and Teaching Effectiveness of Faculty Members in State Universities and Colleges

Abstract

The research study aimed to determine the work habits, commitment, and teaching effectiveness of faculty members in the Teacher Education Programs of State Universities and Colleges in Region VI for the first semester of the Academic Year 2007–2008. The respondents of the study were the faculty members of the Teacher Education Programs of State Universities and Colleges in Region VI who were chosen through stratified random sampling method. They were taken as a whole group and classified according to variables: gender, age, civil status, educational attainment, length of teaching experience, and academic rank.

The descriptive research design was used in this study. The instrument used in gathering the data was a researcher-made questionnaire. The instrument was content validated using the Eight Point Centers for content validation and subjected to reliability testing using the split-half method. The standard tools used were the percentage, mean, trend, analysis of variance, Pearson's r, and multiple regressions set at 0.05 level of significance.

Findings of the study revealed that faculty members of the Teacher Education Programs of SUCs in Region VI had very highly desirable work habits. They were also highly committed in their work and had a very satisfactory level of teaching effectiveness. There were significant differences in the work habits, work commitment, and teaching effectiveness of faculty members of Teacher Education Programs of SUCs in Region VI when classified according to gender, age, educational attainment, length of teaching experience, academic rank, and civil status. There were significant relationships among work habits, commitment, and teaching effectiveness of the faculty members of the Teacher Education Programs of SUCs in Region VI. Academic rank was found to be a significant predictor of teaching effectiveness of the faculty members.