Connections Between Teaching Behavior and Performance Among Bachelor of Secondary

Education Social Studies students at West Visayas State University-Himamaylan City

Campus

By:

Agita, Ann Kaila Marie

Peneciva, Danny Boy

Reyes, Benith Loraine

Saril, Kyla

Tabolinar, Franzel

An Undergraduate Thesis presented to

The Committee on Research

West Visayas State University – Himamaylan City Campus

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Secondary Education major in Social Studies

2024
Background of the study

Teacher quality is an essential element in every school that improves student attainment as well

as an important factor contributing to student learning. Understanding of quality in teaching is at

a quite early stage of development in many countries. Good teaching is the foundation for the

idea of expertise as it is associated with the effectiveness of teaching behavior while successful

teaching is wholly focused on the attainment of the learner. Student engagement in academics

was designed to link good teaching and successful teaching. Quality teaching may differ from

country to country and as such, policies geared towards teaching must be in line with quality and

the role of the teacher to improve student performance. (Adams, et al 2022).

Student internship performance is significant for every teacher to be equipped with the

vital skills and values in order to compete in the world of excellence and respond to the

challenges of the global trends. Hence, the country needs global teachers who can

provide quality education for the students. Accordingly, every higher education institution

has been challenged to produce ideal teacher education graduates. (Calixtro, 2024)

Furthermore, Student teachers are essential stakeholders that cannot be downplayed in education.

As important as they are, their behaviour is so contagious that it can mar or help student learning.

A student teacher’s behaviour is a function of the characteristics of the teacher, his environment

and the task in which the teacher engages. (Adebayo, 2023)

experiences, has evolved significantly, encompassing perspectives that include subjective,

psychological and social well-being, along with holistic views that integrate physical health,

mental well-being, community connection, and bonding with the natural environment (Kumar,

2022; Ng and Fisher, 2013). In the educational sphere, student teacher well-being has gained

new urgency, especially considering the unprecedented challenges posed by the pandemic.

Student teacher behaviours that foster relevance and allow criticism are important predictors of

students' engagement in schoolwork while suppressing criticism is a key predictor of feelings

and engagement. Student teachers' behaviour can either help or hinder student learning, and they

should develop appropriate behaviours such as optimism, emotional intelligence, and

commitment to work to promote positive relationships (Adebayo, 2023).

In the country, in agreement with the relevant provisions of Republic Act (RA) No.

7722, otherwise known as the “Higher Education Act of 1994,” which emphasizes on

the rationalizing the undergraduate teacher education in the Philippines to keep pace with

the demands of global competitiveness. To answer this demand, the Commission on Higher

Education takes an action through CHED MEMORANDUM ORDER (CMO) No. 30,s 2004

on Revised Policies and Standards for Undergraduate Teacher Education Curriculum which

states in section 4, under Article III that the Bachelor of Secondary Education (BSED)

has been structured to meet the needs of professional teachers for secondary schools in the

Philippines. Furthermore, it aims to develop high school teachers who can teach in one of the
different learning areas in high school that make them multi-disciplinary teachers who can

handle and are capable of teaching subject areas which are not their major. In addition,

Article IV which highlights the competency standard on BSED programs ensures that student

teachers can demonstrate and practice theories and skills in teaching and can facilitate learning

within the students’ diversity in the different types of learning environments using varied

strategies, teaching styles and methodologies that promote multicultural education. Moreover,

this has been strengthened in its curriculum, which fosters professional teachers who can teach in

both primary and secondary schools in the Philippines. Calixtro (2024)

Statement of the problem

The main purpose of this study is to determine the connections of Bachelor of Secondary

Education Major in Social Studies (BSEd) student teachers' teaching behavior and performance.

1. What is the level of teaching performance of BSEd student teachers when evaluated as a

whole, when evaluated by themselves and when evaluated by their resource teachers?

2. What is the level of teaching behavior as evaluated by them?

3. Is there a significant difference between teaching performance and teaching behavior of

student teachers when evaluated by themselves, by their resource teacher and by their students?
4. Is there a connection among the teaching performance and behavior of BSEd student teachers?

Objectives

This study generally aimed to determine the connections of Bachelor of Secondary Education

Major in Social Studies (BSEd) student teachers' teaching performance and behavior within the

institution of West Visayas State University Himamaylan City Campus, with the purpose of

elucidating its typologies, ramifications, and awareness among student teachers and stakeholders,

and to propose strategies for promoting the improvement of student attainment within the school

community.

The specific objectives of this study is to:

Identify the level of teaching performance of BSEd student teachers when evaluated as a whole,

when evaluated by themselves and when evaluated by their resource teachers.

Determine the level of teaching behavior as evaluated by the student teachers of BSEd Social

Studies.

Define the significant difference between teaching performance and teaching behavior of student

teachers when evaluated by themselves, by their resource teacher and by their students.
Find out the connection among the teaching performance and behavior of BSEd student teachers.