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2. INTRODUCTION
For many centuries now, people can be
teachers but the question is, if many people
can be an effective teacher. Teachers are the
single most important resource to child’s
learning (The White House, 2010). Effective
teaching is concerned with the student as a
person and with his general development.
Good teaching is a very personal manner.
The idea of effective teacher for each
individual is variable.

3. Also, student’s participation in
the instructional process is critical
and their perception, opinion or
experiences about the teacher are
different. The knowledge of the way
the student think and perceived can
aid the teacher to reflect upon and
adjust his teaching strategies to
enhance student’s understanding
and achievement.

4. The students’ perception of the
teachers’ characteristics could influence
their attitude toward school subjects.
Students more often than not judge their
teachers in such areas as the teachers’
knowledge of the subject matter,
communication ability, the choice of
appropriate teaching method and the
general classroom management skills.

5. This study is investigated and analysed
the education students’ perceptions on the
professional qualities of their professors in
the City University of Pasay within the year of
2015-2016.
The motivation for the study lies in the
fact that as long as the University continue to
be regarded as the major preparatory
grounds for the citizens, so will professors be
necessary for this transmission of knowledge,
ideas and culture.

6. The professors of the University
must not only touch the intellects but
also the hearts and souls of their
students. This study will therefore
assist in indicating the elements in
teaching professional qualities of the
professors in the University. It is
hoped that the result of the study will
contribute to all College Education
Students in City University of Pasay.

7. CONCEPTUAL FRAMEWORK
This study will be based on the
theory that the teachers play an
important role in the students’ life in
school. The key to educative process
is:

8. Demographic Profile of the respondents:
• Age
• Sex
• Course and Year
Perceptions of first to fourth year students on the
Professional Qualities of CUP Teachers:
• Knowledge
• Skills
• Attitude
INPUT
PROCESS
OUTPUT
Survey on the Perceptions of first to fourth year students
on the Professional Qualities of CUP Teachers:
• Knowledge
• Skills
• Attitude
Recommendation that:
• CUP Instructor should attend the seminar to update
their knowledge and skills on the latest trends in
teaching.
• CUP Instructors should enhance their with personal
skill to be able to understand the needs of CUP
Students.

9. STATEMENT OF THE PROBLEM
This study aimed to find out the perception of
Education students on the professional
qualities of CUP teachers in the school year
2015-2016.
Specifically, it aimed to seek answers to
the following questions:
1. What is the demographic profile of the
respondents in terms of:
a. Age
b. Sex
c. Course and Year

10. 2. What are the perceptions of Education
students on the Professional Qualities of
CUP Teachers in terms of:
a. knowledge
b. skills
c. Attitudes
3. Is there a significant difference in the
student’s perceptions on the Professional
Qualities of CUP Teachers among BEEd and
BSE students?

11. METHODOLOGY
Research Method
In an effort to determine from the
students of college education the
professional qualities they desire from their
instructors, the descriptive survey method
through the use of questionnaire was used.

12. The Descriptive Survey is the
method appropriate in the kind of
research which is directed towards
ascertaining prevailing condition, as it
seeks to reveal present conditions
and aims to describe the actual
status, behaviour and existing
practices used.

13. Sources of Data
The Researchers used books,
surfed to the internet to get some ideas
regarding the perceptions of education
students on the professional qualities of
C.U.P Teachers. They also used
Descriptive survey method from the
selective respondents of the BSE and
BEEd students for the sort of information.

14. Instrumentation
The major instrument of
research for this study was a
questionnaire that deals with the
respondents’ assessment of the
professional qualities of college
instructors.

15. Statistical Treatment of Data
To answer the problem,
education student’s perception on the
professional qualities of the C.U.P
Teachers in the school year 2015-
2015, frequency count and
percentage were used.

16. Frequency Counts and Percentage
Procedure - were used to analyse the
profile of the respondents and their
responses to other portions of the
questionnaire. Percentage was computed
with the following formula:
P = f/n x 100
Where; P = Percentage
F = frequency
n = numbers of
respondents

17. Findings of the Study
1. The findings of study revealed that
The demographic profile in terms of gender that
there are 75 males or 25% of the total
respondents; 40 coming from the BEED plus 35
from BSE while there are 225 females of 75%; 115
female students from BSE and 110 from BEED.
This data indicates that the teaching profession is
very attractive job among the female individuals.
In terms of course, there are 162 BEED students
or 54% of the total respondents while there are
138 BSE students or 46% which shows that there
are more students taking BEED than BSE.

18. 2. The findings of the study revealed
that the Elementary Education Students
or BEED Students Most Desired (MD)
Professional Qualities as to Knowledge
was Updated knowledge on the current
curriculum (M=3.84) and the Least Desired
(LD) indicator was Provide Instructional
Materials for Effective Teaching (M=3.68).

19. For Professional Qualities as
to Skills the Most Desired (MD)
was Ability to make split second
decision on the challenges met or
encountered in the classroom
(M=3.96) and the Least Desired
(LD) was Has the ability to craft
syllabus for the perusal of the
students (M=3.66).

20. For Professional Qualities
as to Attitudes the Most Desired
(MD) was Has passion of teaching
(M=4.10) and the Least Desired
(LD) quality was Attends all faculty
meetings and extracurricular
activities (M=3.29).

21. While in the Secondary
Education Students or BSE
Students Most Desired (MD)
Professional Qualities as to
knowledge was Impart Knowledge
to the students (M=4.28) and the
Least desired (LD) was Provide
instructional materials for effective
teaching (M=3.3).

22. For Professional Qualities as to
Skills the Most Desired (MD) was Has
communication skills in delivering the
Lesson (M=4.25) and the Least Desired was
Ability to make split second decision on the
challenges met or encountered in the
classroom (M=3.80).
For Professional Qualities as to
Attitudes the Most Desired was Has
Passion in Teaching (M=4.31) and the Least
Desired quality was Commitment by
meeting his/her class religiously (M=3.99).

23. 3. There is a significant difference
in the students’ perceptions on the
Professional Qualities of CUP
Teachers among BEED and BSE
students.

24. Conclusions:
In the light of the foregoing
findings the following conclusions have
been derived:
The most prevailing Professional
Qualities of CUP Teachers desired by
the Education Students were
Professional Qualities as to Has
Passion in Teaching (M=4.31).