Scope and Limitation of the Study

This study was specifically focused on the extent of Teachers Effectiveness in terms of

course organization and planning, communication, teacher/student interaction, assignment,

exam, grading and use of supplementary instructional methods. On the other hand, the level of

academic performance of the respondents was evaluated on their average grade in all subjects

during second grading period.

The respondents of the study were randomly selected from the sections of Grade 9

Students in EMA EMITS College Philippines who are officially enrolled for the S.Y 2019-2020

with the total number of 135.

Definition of Terms

In order to facilitate understanding of this study, the following terms were hereby defined

operationally and conceptually.

Academic performance. As used in the study, it refers to the average grade of students

in all subjects during 2nd grading period. It is also the extent to which a student, teacher or

institution has attained their short or long-term educational goals (Simon 2000).

Assignment, Exams and Grading. As used in the study, it serves as the measurement

gains by the students and evaluation for teachers teaching skills during 2 nd grading period.

Furthermore, it refers to paper pencil test after class discussion or every quarter period to

evaluate student’s outcome after the class discussion and for the analyzation of teacher

effectiveness (Franklin 2001).

Communication. Operationally, it serves as a good communication process of all

teachers in teaching students to promote basic need of academic success of students. It also
defined as verbal/oral communication used by the teacher to teach well every student in the class

(Byan 2003). Course Organization and Planning. It refers to teacher’s approach in preparing

and organizing set of decisions to meet objectives in the class during 2 nd grading period. It also

pertains to utilizing logical, preparing, and finalizing content of every teacher before teaching to

improve students learning experiences. (Ford 2005).

Teacher/Student Interaction. As used in the study, it refers to teacher’s approach to be

connected on what students feels and needs in order to understand their students. It also serves as

a way for every teachers and students interact in their classroom relationship (Englehart 2009).

Use of Supplementary Instructional Methods. It refers to additional techniques used by

the teacher to enhance or improve teaching and learning process inside the class to reach positive

outcome of every student in the class. It also pertains to teaching styles and methods of every

teacher in teaching students for more challenging experiences that could also reflects as teachers

performances (Rich 2007).

Teacher’s Effectiveness. As used in the study, it refers to positive ability/strategy of the

teacher such as course organization and planning, communication, teacher/student interaction,

assignment, exam grading and use of supplementary instructional methods to increase or develop

students’ performance in the school. Furthermore, it was defined as a teacher's ability to utilize

approaches, strategies, connections to students, and a particular set of attitudes that lead to

improved student learning and achievement (Strong, Ward, & Grant, 2011).
Related Studies

Foreign

Effective teachers demonstrate a deep understanding of curriculum. They plan, teach and

assess to promote mastery for all students. Effective teachers provide high quality instruction to

increase student achievement for all students by providing researched-based instruction filled

with technology integration. The following foreign studies were utilized to help the researchers

to support the present study.

In the study conducted by Akiri (2013) entitled “Effects of Teacher’s Effectiveness on

Students Academic Performance in Public Secondary School; Delta State-Nigeria”, found that

effective teachers produce better performing students. The study also shows that teachers who

acquired positive mindset and ability in teaching can become effective teachers in the field of

education.

On the other hand, the study of Aina (2013) entitled “Teacher’s Effectiveness and its

Influence on Students’ Learning in Tertiary school in Nigeria”, revealed that teachers who

acquired some strategy or abilities can greatly influence on students learning outcome in school.

The study also found out that the way the classroom teacher used appropriate methods,

techniques and care with their students the more effective they will be as a mentor.

The above study of Akiri (2013) and Aina (2013) established a relation to present study

in terms of variables used. It also focuses on how effective teacher can affects or influences the

way students perform and learn inside the class with the help of teachers’ effective routines or

strategy in teaching students. However, their study are slightly differs from respondents, locality

and, dependent variable used.

Academic Performance of Grade 9 Students in Greece”, revealed that teachers’ strategy in

teaching and ability to stay connected with their students support the fact that effective

teachers not only make students feel good about school and learning, but also to their work

which actually results in increased of student achievement.

The study bears similarly to the present because it also shows that students performance

can be enhanced and development when their teacher show their effectivity as a mentor, as well

as the reviewed study is also the same on the respondents used. In contrast, the respondents were

of different locality used.

Local

The following local literature was utilized to help the researchers, gain additional

understanding of the existing research and debates relevant to a particular topic which is

Teachers’ Effectiveness and Students Academic Performance.

In the study conducted by Oliver (2005) entitled “The Impact of Teacher-student

interaction on student motivation and performance of Grade 8 in Leyte”, found that strong

teacher-student relationships have positive and long-lasting implications for both students'

academic and social development. The student is likely to trust their teacher more, show more

engagement in learning, behave better in class and achieve at higher levels academically.

In relation to the present study, teacher-student relationship is one of the indicators of

teacher’s effectiveness which is also used in the reviewed study. It also emphasized that teacher

who acquired full affection to their students’ feelings, opinion and needs can build strong

relationships which can affect their performances inside/outside of the class. However, the study

differs on the locale and respondents used.

“Effective Teachers and Academic Performance of High School Student in Greece” the study

found out that . The study also shows the helpful influence of the teacher to the learning outcome

of the students, especially when the teacher shows positive relationship to their students during

teaching and learning process.

Furthermore, of Vince (2008) entitled “Impact of Teachers’ Communication on

Academic Performance of Grade 9 in Samar” the study revealed that teacher have positive

impact on students’ academic performance. It also stated that Communication motivates

the students to enhance their abilities. It also encourages the students to work hard.

Both studies of Bonnie (2008) and Clark (2001) show similarities to the present study

since they all focused on how teachers’ attitude affect or influence the academic performance of

the students. However, the reviewed studies slightly differ on the current study in terms of the

locality and respondents used.

The following local studies were utilized to help the researchers to support the present

study.

In the study conducted by George (2008), entitled “Impact of Demonstrating care and

kindness of Secondary teacher in Grade 8 students in Samar”, it was found that teacher feels

better about themselves when they practice kindness and care toward their students. The study

also found that demonstrating positive attitude such as caring and kindness can nurtured the well-

being of the students, increased positive connections between teacher and student relationship,

developed learning and improved the academic performance of students in school.

In relation to the present study, demonstrating care and kindness is one of the indicators

of teacher’s attitude which is also used in the reviewed study. It also emphasize that teacher

should acquire this kind of attitude toward student-teacher relationship that can affect student

performance in the class. Moreover, the respondents used in the study were of the same grade

level. They differ however on the locale of the study. Furthermore, according to the study

of Bonni (2008) entitled “Teachers’ Attitude Toward Students’ Learning in Greece”, the study

found that teachers’ attitude has a powerful impact on the learning performance of the students in

the class. The study also shows the helpful influence of the teacher to the learning outcome of the

students, especially when the teacher show positive attitude relationship to their students during

teaching and learning process.

“Teacher’s Attitude toward Students’ Learning in Greece” , it was revealed in the study that

teachers’ attitude has a powerful impact on the learning performance of the students in the class.

The study also shows the helpful influence of the teacher to the learning outcome of the students,

especially when the teacher show positive attitude relationship to their students during teaching

and learning process.

Furthermore, the positive and direct impact of teachers’ attitude on the academic

performance of the students was also emphasized in the study of Clark F. (2001) entitled

“Effectiveness of Teachers’ Attitude on Academic Performance of Grade 7 Students”, the study

also revealed that teachers’ attitude affects students’ behavior, metacognition and participation in

the class.

Both studies of Bonnie (2008) and Clark (2001) show similarities to the present study

since they all focused on how teachers’ attitude affect or influence the academic performance of

the students. However, the reviewed studies slightly differ on the current study in terms of the

locality and respondents used.