Educations' Students Perception on the Professional Qualities of CUP Teachers SY 2015-2016

2
Practically, every student has at least one or more teachers that stand out in his memory
who influenced his life. Teachers have inspired, challenged or by other means caused individual
students to aspire to climb to higher intellectual, spiritual, social and cultural heights. The ability
to promote wholesome teacher-student relations require that the teacher has certain qualities and
that he be given training that will enable him to make more productive use of his capacities in
helping students.
The instructor’s task requires that he possesses a wide variety positive professional
qualities. The task of the teacher complex in demands a variety of human traits, abilities and
competencies. Good instructors can be derived not only from books but also from day to day
relationship between mentors and students. Students come to school in the formative stage of
development. Their zest for life begins when they enter the classroom or the school. The teacher
also described by the professional standards for them. In the Philippines, the National
Competency-Based Teacher Standards (NCBTS) is usually referred to if the characteristics of an
effective and efficient teacher are of interest.
In the light of the foregoing, this study is investigated and analyzed 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. For this to be well
done, the professors of the University must not only touch the intellects but also the hearts and
souls of their students. This is why taking stock of the critical elements of teaching as well as the
fundamental characteristics and traits of the education students considered of truly effective
teachers are important. This study will therefore assist in indicating the elements in teaching

3
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.
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:
Input Process Output
Statement of the Problem
This study aimed to find out the perception of Education students on 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
ClassroomManagement
Instructional Skills
Methodsof Evaluation
Student-Teacher
Relationship
Survey
Assessment
(Questionnaires)
Achievement
(Evaluation)

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2. What are the perceptions of Education students in CUP Teachers as to:
a. knowledge
b. skills
c. attitudes
3. Is there a significant difference in the student’s perceptions among BEEd and BSE students?
4. What is the most perceived professional quality of Education Students to CUP teachers?
Hypothesis
There is no significant difference between the assessment made by male and female
students on the professional qualities of CUP Teachers desired by them.
Scope and Delimitations of the Study
The study focuses on the perceptions of BEED and BSE Students regarding the
professional qualities of CUP teachers. The participants of the study involved 150 BEED
Students and 150 BSE Students at the City University of Pasay.
This study would also like to know what are the characteristics and qualities of CUP
Teachers.
This research study is limited only on the BEED and BSE students at the City University
of Pasay, S.Y 2015-2016.
Significance of the Study
This study would primarily benefits the following:
Education Students - The result of the study would be useful to the students

5
CUP Teachers - The result of the study will serve as a reference on past and present qualities of
CUP Teachers, particularly on their professional qualities.
Future Researchers- This study will serve as reference on their study about students’ perception
on professional qualities of CUP Teachers.
Definition of Terms
Terms here are conceptually and operationally defined for better understanding of the
readers.
Perception. Is defined as a thought, belief or opinion using one of your senses (mind).
Professional Qualities. Of relating to, or characteristics of a profession, relating to a job that
requires special education, training or skill.
Effective Teacher. Is the one who teaches and gives her best in teaching and able to make her
students learn or master skills and turned them into meaningful, relevant and applicable in real
life situations.
Efficient Teacher. Is the one who teaches and manages her class, comes and leaves on time,
with well-prepared lesson plan, instructional materials and everything is organized inside the
classroom.
Professor. A professor, informally known as fill professor, is the highest academic rank at
universities and other post-secondary education and research institutions in most countries.
Zest .A lively quality that increases enjoyment, excitement, or energy.

7
The importance of teachers’ relationships with their students cannot be overstated
according to Downey (2008). This will contribute to the field of education by providing
teachers and administrators with guidance on relationship-building strategies that a highly
effective teacher utilizes in a real world, authentic setting which is the classroom.
Little, (2012) posit that “teachers need to be actively engaged in interactions with
students in order for learning to occur. Baird, Leslie and McCabe (2009) agreed that while
outside factors influence decisions, perceptions act as the underlying cause for decisions and
behaviours.
Local Literature
Duly licensed professionals, who possess dignity and reputation with high moral values
as well technical and professional competence. In the practice of their noble profession, they
strictly adhere to observe and practice their set of ethical and moral principles, standards and
values (preamble, code of ethics for professional teachers, DEpEd, 2014).
Factor analysis revealed five dimension of the students’ perception that relate to the
different aspects of the teacher’s pedagogy and the learning environment created by the
teachers: (a) learner-centered pedagogy, (b) science inquiry activities (c)positive affect and
attitudes (d) grades as feedback and (e) support for self-learning and effort. Asia Pacific
Education Review (2008).
Foreign Studies
Student-based learning is gradually is replacing the predominant lecture method
(Sauliner, Landry, & Wagner, 2008) and provides opportunities for students to improve their
skills of critical thinking and reasoning. It also enables teachers and students to share personal
feelings when they communicate.

8
Colker (2008) reported that teachers claimed there were four characteristics of an
effective teacher which include having a sound knowledge of subject matter take personal
interest in each student, establish a caring or loving or warm atmosphere and lastly to show
enthusiasm with students. He also reported twelve characteristics of teachers that children
(students) believe are integral factors to effective teaching. These include passion,
perseverance, willingness to take risks, pragmatism, patience, flexibility, respect, creativity,
authenticity, love of learning, high energy and sense of humor.
Mohidin et al. (2009) in a study on effective teaching methods and lecturers
characteristics on accounting students at the School of Business and Economics at the
University Malaysia Sabah (UMS), also reported knowledge of the lecturer, attitude and
personality as preferred characteristics by the students teaching/learning effectiveness. The
summary from the foregoing is that the amount of agreement across studies suggests that the
characteristics of good teaching are not mysterious or extremely discipline-specific. They can
and have been identified by researchers, students and professionals alike.
In a recent study by Stronge, Ward, Tucker, and Hindman (2008) the researchers studied
the instructional behaviours and practices of teachers and sought to determine the best practices
that would foster increases in student learning. Their research centered on identifying
characteristics of successful teacher traits over 4 levels of effectiveness (high to low) within 4
domains; instruction, student assessment, classroom management and professional qualities.
After a completing an ecological study on teacher-child relationship and behaviour
problem, 0’Connor, Dearing and Collins (2011) write that in regard to teacher education, their
study demonstrates the importance of fostering school teachers’ awareness of the role of the
relationship with students, and provides teachers with information as to how to support high
quality relationships with students.
Other studies on the image of teacher are capsulized in a book that essentially
emphasized the importance of positive perception of students toward their teachers which is
generated from a cordial and friendly relationship between the students and their teachers
(Middleton &Petitt, 2010). The students mentioned that their best teacher knows them
personally including their interests and strengths, smile at them, encourage them to participate

9
in school activities, provide descriptive feedback on assignments, connect classroom learning
to real life, apologize when they make mistakes, give meaningful activities, and show
enthusiasm in what they do.Grieves (2010) study finds that pedagogical cognitive and affective
qualities interrelate. When instructors apply on professional teaching qualities, they affect how
students personally feel about them and what they teach.
Local Studies
Several studies done here and abroad have determined the professional skills of teachers.
One study made a ranking of professional skills according to importance as perceived by
instructor and the public. In order of importance, these skills are ranked as follows: 1.) Fluency
and proficiency in the language of instruction; 2.) Use of apt teaching methods;3.)Maintenance
of order and discipline;4.)Evaluation of the achievement of students;5.)Resourceful in looking
for teaching aids; 6.)Counselling; 7.) Adapting curriculum materials to local needs;
8.) Mastery of subject taught;9.)Asking right questions;10.) Conducting research;
11.) Identification of student’s needs and difficulties;12.)Knowledge of the psychology of
learning;13.)Sociability.
` Bagalso (2008) in his study of the likes and dislikes of students in their instructors or
teachers revealed the traits of an instructor which the students liked most were: strict but kind,
patient and understanding, well acquainted with the subject matter taught. The situations they
disliked most in the teacher were: practices partiality or favouritism, utter bad words, does not
explain the lesson well, harsh, and overly strict.
Laru-An (2014) in his study of the qualities of instructors preferred by students, it
revealed the teachers who are kind, sympathetic, “she preferred like us” were preferred very
much. They further stated that students preferred instructors who are fair, impartial, firm, and do
not have pets. Likewise, students preferred instructors who are making things interesting, know
a lot, explain well, help individuals with their lessons, and permit students to express opinions.
Carrigan (2009) supports that a good instructor has competences in a subject matter, mastery of

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the techniques on instruction and evaluation, desire to teach, resourceful and creative, attentive
to trainee needs, has management techniques and have a positive professional attitudes.
Domain 1 of NCBTS states that teachers serve as positive and powerful role models of
the values of the pursuit of learning (TEC, DepEd& CHED, 2009). Being a role model implies
setting good examples to others. Hence, the value to learning of the students may also reflect
that of their teachers as facilitators of their intellectual development.

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Sampling of Respondents
This study conducted at City University of Pasay Academic Year 2015-2016. The
researchers get a representative for every section to suit the 300 respondents needed for the
study.
A random sampling as a sampling technique utilized.
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.
Procedure of the Study
The Researchers do some techniques and procedures for the sort of information for them
to find out the perceptions on the professional qualities of C.U.P Teachers from the education
students in the school year 2015-2016.
The Researchers grouped together and went to the National Library with the assistance of
the librarian for as to easily get and also surfed to the internet for additional information
regarding to the topic. After that, the Researchers prepared a questionnaire with the guidance of
their adviser. After the questionnaire was prepared, it was presented to some significant
representative from BEEd 4-1 by having a pre-test or try out answering the questions. This is
used to determine the clarity of the questions, the sufficiency of the number of choices and the
adequacy of time allotted for answering the questions.
The researchers asked permission from the professors of BSE and BEEd students of the
College of Education to allow them to administer the questionnaire to them.
The researchers themselves disseminate the questionnaire to the BSE and BEEd students.
During dissemination of the questionnaire to them, the researchers tried best to explain every

13
item of the questionnaire. After answering the questionnaire, we collected and gave
acknowledgement to those respondents.
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.
1. 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:
WM= F × D = R
Where; WM= Weighted Mean
F= frequency
D= Degree
R= Respondents
2. Weighted Meanand Standard Deviation- were utilized in determining the
perceptions of the respondents regarding the professional qualities of college instructors desired
by education students.
3. To get the average perceptions of the respondents, the Opinion Index below was used.
Opinion Interpretation
4.21- 5.00 Most desired
3.41- 4.20 Very Desired
2.61- 3.40 Fairly Desired
1.81- 2.60 Slightly Desired
1.00- 1.80 Least Desired

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Table presents that there are more students taking BEEd than BSE. Based from the data it
shows that more students are inclined to teach elementary grades because of their passion in
teaching young students.
Table 3
Table 3.1 Weighted Mean and Value Perception of BEEd First Year Students to the
Professional Qualities of CUP Teachers.
BEED
FIRST YEAR
KNOWLEDGE SKILL ATTITUDE
WM Value WM Value WM Value
I – 1 3.96 VD 3.81 VD 3.88 VD
I – 2 3.88 VD 3.55 VD 3.32 FD
I – 3 3.92 VD 4.3 MD 4.5 MD
TOTAL 3.92 VD 3.88 VD 3.90 VD
First in rank is knowledge with weighted mean 3.92, the students perceive that the
teacher should be knowledgeable in her respect subject area of specialization. The respondents
believe that they impart right and updated information. Second in rank is attitude with weighted
mean 9.90, this means that the teachers should be knowledgeable and also should possess the
right values because they are living models to their students.
Table 3.2 Weighted Mean and Value Perception of BEEd Second Year Students to the
BEED
SECOND YEAR
II – 1 4.05 VD 3.94 VD 4.27 MD
II – 2 3.66 VD 3.52 VD 3.63 VD
II – 3 4.17 VD 4.21 MD 4.26 MD
TOTAL 3.96 VD 3.89 VD 4.05 VD
The first in rank is attitude with weighted mean 4.05. The students receive that teacher
shows passion in teaching her subject area. They believe that teachers will show positive actions
toward her teaching. Second in rank is knowledge with weighted mean 3.96. This means that the
teacher not only shows passion in her teaching but also update the knowledge ton their current
curriculum.

16
Table 3.3 Weighted Mean and Value Perception of BEEd Third Year Students to the
BEED
THIRD YEAR
III – 1 3.53 VD 3.74 VD 3.75 VD
III – 2 3.32 FD 3.68 VD 3.78 VD
III – 3 4.04 VD 3.94 VD 3.65 VD
TOTAL 3.63 VD 3.78 VD 3.72 VD
The first in rank is skill with weighted mean 3.78. The students perceive that the teacher
has the ability to deliver her lessons in such a creative ways to provide an active learning
environment. Second is attitude with weighted mean 3.72, students believe that must deal to
students with a right values.
Table 3.4 Weighted Mean and Value Perception of BEEd Fourth Year Students to the
BEED
FOURTH YEAR
IV – 1 3.76 VD 3.63 VD 3.89 VD
IV – 2 3.88 VD 3.7 FD 3.6 FD
IV – 3 3.3 FD 3.17 FD 3.36 FD
TOTAL 3.64 VD 3.50 FD 3.60 FD
First in rank is knowledge with weighted mean 3.64, the students perceived that the
teacher should be knowledgeable in her respect subject area of specialization. The respondents
believe that they impart right and updated information. Second in rank is attitude with weighted
mean 3.60, this means that the teachers should be knowledgeable and also should possess the
right values because they are living models to their students.

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Table 3.5( Frequency,Weighted Mean and Value of BEED Students’ Perceptions on the
Professional qualities of CUP Teachers)
Table 3.5.1 Professional Qualities of CUP Teachers
As to Knowledge
INDICATORS
BEED Students
5 4 3 2 1
WM VF WM F WM F WM F WM F WM
1.Has mastery
of his/her major or
specialization.
36 1.2 58 1.54 52 1.04 4 0.05 0 0 3.83 VD
2. Updated
knowledge
on the current
curriculum.
42 1.4 53 1.4 48 0.96 6 0.08 1 0.006 3.84 VD
3. Employ
different methods
or strategies
appropriate for
student’s
ability.
33 1.10 54 1.44 54 1.08 8 0.10 1 0.006 3.72 VD
4. Provide
instructional
materials for
effective teaching
23 0.76 52 1.38 56 1.12 17 0.94 2 0.01 4.21 MD
5. Impart
knowledge
to the students.
40 1.33 57 1.52 47 0.94 6 0.08 0 0 3.87 VD
TOTAL 3.89 VD
The table describes the data gathered from the study. A cursory glance of the table show
item no. 4 ( Provide instructional materials for effective teaching ) as the highest in rank with
weighted mean 4.21 followed by item no. 5 ( Impart knowledge to the students ) with weighted
mean 3.87. This means that the students want tangible output from the teacher

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Table 3.5.2.Professional Qualities of CUP Teachers
As to Skills
INDICATORS
BEED Students
5 4 3 2 1
1.Has the ability to
craft syllabus for
the perusal of the
students.
30 1 51 1.36 59 1.18 9 0.12 1 0.006 3.66 VD
2. Ability to make
split second
decision on the
challenges met
encountered in the
classroom
28 0.93 53 1.41 53 1.41 16 0.21 0 0 3.96 VD
3. Ability to deliver
his/her lessons in
the widest
perspective view
34 1.16 60 1.60 48 0.96 7 0.09 1 0.006 3.81 VD
4. Has
communication
skills in delivering
the lesson
44 1.46 59 1.57 35 0.7 12 0.16 0 0 3.89 VD
5. Has the art in
asking the
questions.
31 1.03 63 1.68 46 0.92 9 0.12 1 0.006 3.81 VD
TOTAL 3.83 VD
The table reveals that item no. 2 (Ability to make split second decision on the challenges
met encountered in the classroom) got the highest rank with weighted mean 3.96 followed by
item no. 4 ( Has communication skills in delivering the lesson ) with weighted mean 3.89
,meaning that it is vital that the teacher can articulate or convey his/ her to the class so that the
students will be able to understand the lessons.

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As to Attitude
INDICATORS
BEED Students
5 4 3 2 1
1. Has passion
in teaching 62 2.06 47 1.25 33 0.66 7 0.09 1 0.006 4.06 VD
2. Attends all
faculty meetings
and extracurricular
activities
23 0.76 64 1.70 49 .98 12 0.16 2 0.01 3.61 VD
3. Attends seminars
or trainings to keep
abreast with the
current trends
34 1.13 59 1.57 43 0.86 11 0.14 3 0.02 3.72 VD
4. Commitment by
meeting his/ her
class religiously
31 1.03 51 1.36 52 1.04 14 0.18 2 0.01 3.62 VD
5. Has fair treatment
for every student
45 1.5 45 1.2 44 0.88 15 0.03 1 0.006 3.61 VD
TOTAL 3.72 VD
The table shows that the item no. 1 ( Has passion in teaching ) is the highest with
weighted mean 4.06. Second is item no. 3 ( Attends seminars or trainings to keep abreast with
the current trends ). Students perceive that teachers attend seminars or trainings to broaden their
minds by providing them opportunities for interchange of experiences within and outside the
school with a view to correct the narrow outlook that may arise from over specialization.

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General Findings
The table reveals that the knowledge got the highest score with the weighted
mean 3.89 followed by the skills with the weighted mean 3.83. This means that the BEEd
students perceive that teachers is knowledgeable and has the skills to impart that knowledge to
students fairly and effectively.

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Table 4
Table 4.1 Weighted Mean and Value Perception of BSE First Year Students to the
BSE
FIRST YEAR
I – 1 3.92 VD 3.65 VD 3.85 VD
I – 2 4.16 VD 4.13 VD 4.23 MD
I – 3 3.89 VD 3.56 VD 3.97 VD
TOTAL 3.99 VD 3.78 VD 4.01 VD
The first in rank is attitude with the weighted mean 4.01 followed by the knowledge with
the weighted mean 3.99 meaning that teachers must possess good manners and right conduct and
also knowledgeable.
Table 4.2 Weighted Mean and Value Perception of BSE Second Year Students to the
BSE
SECOND YEAR
II – 1(FIL. & ENG.) 3.76 VD 3.84 VD 4.06 VD
II – 2(MATH & SCI.) 4.28 MD 4.08 VD 4.23 MD
II –HISTORY) 3.69 VD 3.94 VD 4.21 MD
TOTAL 3.91 VD 3.95 VD 4.16 VD
The first in rank is attitude with the weighted mean 4.16 followed by the skill with the
weighted mean 3.95. This means that teachers must be a good role model to his students and has
the ability to deliver the subject area very well.
Table 4.3 Weighted Mean and Value Perception of BSE Third Year Students to the
BSE
THIRD YEAR
III-1 (FIL & ENG) 4.15 VD 4.47 MD 4.54 MD
III-2 (MATH & SCI) 4.45 MD 4.44 MD 4.35 MD
III -3 (HISTORY) 4.64 MD 4.64 MD 4.96 MD
TOTAL 4.41 MD 4.51 MD 4.61 MD

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The first in rank is attitude with the weighted mean 4.6. It shows that teachers need to
have good manners for she serves as the symbol of a good citizen. Second in the rank is skill
with the weighted mean 4. 51, this shows that the teacher must also have skills on delivering the
lessons to his students in any effective way.
Table 4.4 Weighted Mean and Value Perception of BSE Fourth Year Students to the
BSE
FOURTH YEAR
IV- 1 (FIL & ENG) 3.69 VD 3.99 VD 4.09 VD
IV- 2 (MATH & SCI) - - - - - -
IV- 3 (HISTORY) 3,75 VD 3.80 VD 3.82 VD
TOTAL 3.72 VD 3.89 VD 3.95 VD
The first in rank is attitude with weighted mean 3.95. The students receive that teacher
shows passion in teaching her subject area. They believe that teachers will show positive actions
toward her teaching. Second in rank is knowledge with weighted mean 3.72. This means that the
teacher not only shows passion in her teaching but also update the knowledge ton their current
curriculum.

23
Table 4.5 (Frequency, Weighted Mean and Value of BSE Students’ Perceptions on the
Professional Qualities of CUP Teachers)
As to Knowledge
INDICATORS
BSE Year Students
5 4 3 2 1
1.Has mastery
of his/her major or
specialization.
60 2 56 1.49 26 0.52 7 0.09 1 0.01 4.11 VD
2. Updated
knowledge
on the current
curriculum.
56 1.86 56 1.49 35 0.7 3 0.04 0 0 4.09 VD
3. Employ
different methods
or strategies
appropriate for
student’s
ability.
50 1.66 51 1.36 38 0.76 8 0.10 3 0.02 3.90 VD
4. Provide
instructional
materials for
effective teaching
56 1.86 46 1.22 35 0.07 11 0.14 2 0.01 3.30 VD
5. Impart
knowledge
to the students.
58 1.93 57 1.52 28 0.76 4 0.05 3 0.02 4.28 MD
TOTAL 3.93 VD
The table reveals that item no. 5 (Impart knowledge to the students ) got the highest rank
with weighted mean 4.28 followed by item no. 4 ( Has mastery of his/her major or

24
specialization) with weighted mean 3.89 ,meaning that it is vital that the teacher can distribute
the lessons to his students and also shows that he know his lessons very well.
Table4.5.2Professional Qualities of CUP Teachers
As to Skills
INDICATORS
BSE Year Students
5 4 3 2 1
1.Has the ability to
craft syllabus for
the perusal of the
students.
40 1.33 54 1.54 56 1.12 0 0 0 0 3.89 VD
2. Ability to make
split second
decision on the
challenges met
encountered in the
classroom
34 1.13 61 1.62 50 1 4 0.05 1 0.006 3.80 VD
3. Ability to deliver
his/her lessons in
the widest
perspective view
61 2.03 48 1.28 38 0.76 7 0.02 1 0.006 4.09 VD
4. Has
communication
skills in delivering
the lesson
71 2.36 55 1.46 20 0.4 1 0.01 3 0.02 4.25 MD
5. Has the art in
asking the
questions.
53 1.76 59 1.57 34 0.68 1 0.01 3 0.02 4.04 VD
TOTAL 4.01 VD
The table reveals that item no. 4 ( Has communication skills in delivering the lessons )
got the highest rank with weighted mean 4.25 followed by item no. 3 ( Ability to deliver his/her

25
lessons in a wildest perspective ) with weighted mean 4.09 ,meaning that it is vital that the
teacher must have an ideas and method in giving the lessons in any possible and effective way.
As to Attitude
INDICATORS
BSE Students
5 4 3 2 1
1. Has passion
in teaching
85 2.83 38 1,01 19 0.38 6 0.08 2 0.01 4.31 MD
2. Attends all
faculty meetings
and extracurricular
activities
52 1.73 68 1.81 22 0.44 8 0.10 0 0 4.08 VD
3. Attends seminars
or trainings to keep
abreast with the
current trends
65 2.16 56 1.49 23 0.46 5 0.06 1 0.006 4.17 VD
4. Commitment by
meeting his/ her
class religiously
54 1.8 56 1.49 28 0.56 11 0.14 1 0.006 3.99 VD
5. Has fair treatment
for every student
72 2.40 56 1.49 14 0.28 7 0.09 1 0.006 4.26 MD
TOTAL 4.16 VD
The table reveals that item no. 1 ( Has passion in teaching ) got the highest rank with
weighted mean 4.31 followed by item no. 5 ( Has fair treatment for every students ) with
weighted mean 4.26 ,meaning that it is vital that the teacher show his love and commitment in
her field or specialization and have a positive effect towards the students. It also shows the love
to his students by treating them equally.

26
General Findings
The table shows that the attitude is the highest with the weighted mean of 4.16; it means
to have a good quality of being a teacher in dealing with his students and profession. Second is
skills with the weighted mean of 4.01, it revealed that a teacher must be creative in having a
method or ideas in giving the lessons. This may also serves as a way to show the real
commitment of a teacher.

28
As an instructor, you be able to interact with people and help them to understand a way of
looking to the world. A good instructor must have a positive look and be good role model to their
students. They must have concrete knowledge ideas, perseverance skills and positive attitudes to
fit the students and materials.
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).
The feelings and opinions of the students towards professors have significant effect on
their learning, therefore knowledge, skills and attitudes of their instructors are essential.
Recommendations
Based on the findings and conclusions made in the study, the following recommendations
are hereby presented:
1. Education Students as well as CUP Students must be aware of their needs and wants for
the improvement of their studies and relationship with other students and teachers.
2. CUP Teachers must be aware of their strengths and weaknesses to be able to improve
their qualities in dealing with their students.
3. To maintain and further enhance the leadership and competence of the instructors or
professors, continue the professional development that undertaken by the schools.

29
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 Behm, Corrin Louise (2010). Students Perception and Definitions of Sustainability
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 E-International Science Research Journal, Volume VI, Issue 1. 21st Century Teacher
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 Martinazzi, Robert and Samples, Jerry (October 18 – 21, 2000). Characteristics and
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 Moreno, Rubio C. (2010). Effective Teachers- Professionals and Personal Skills
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 Pakistan Journal of Social Sciences, Year 2010, Volume 7, Issue 2, Pages 62-69
 Peart, N. A., & Campbell, F. A. (1999) “At-risk students’ perceptions of teacher
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 Personal and Professional Qualities of a Mentor.
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qualities-of-a-mentor.

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APPENDIX A
CITY UNIVERSITY OF PASAY
Pasadena Street, F.B. Harrison
Pasay City
College of Education
February 2, 2016
Dr. Ana Marie Barbieto
Dean, College of Education
City University of Pasay
Dear Madam:
We, Fourth Year Education Students of City University of Pasay taking up Bachelor in
Elementary Education are currently working on our thesis entitled “EDUCATION STUDENTS’
PERCEPTIONS ON PROFEESIOANL QUALITIES OF CUP TEACHERS SY: 2015-2016”.
We are now in the process of gathering data for our research as requirement in completing our
course in Thesis Research Project for the Academic year 2015-2016 under the supervision of Dr.
Pagulayan. Attached in this letter is the survey questionnaire that needs to be validated.
May we request you to validate our questionnaire that will be our main research instrument by
checking the attached survey questionnaire.
Your immediate feedback will be greatly appreciated. Thank you very much for the attention
according to this request.
Respectfully Yours,
ARGALLON, JENIFER A
CUENCA, MALOU O.
MELLOSO, CRISTY T.
REUBAL, APRILON E.
Researchers
Noted: Approved by:
DR. FELIPA PAGULAYAN DR. ANA MARIE BARBIETO
Professor Dean, College of Education

31
APPENDIX B
CITY UNIVERSITY OF PASAY
Pasadena Street, F.B. Harrison
Pasay City
College of Education
February 2, 2016
Dr. Ana Marie Barbieto
Dean, College of Education
City University of Pasay
Dear Madam:
We, Fourth Year Education Students of City University of Pasay taking up Bachelor in
Elementary Education would like to ask permission to float our questionnaire to the Education
students of this school. This is a requirement of the course Thesis Research Project
“EDUCATION STUDENTS’ PERCEPTIONS ON PROFEESIOANL QUALITIES OF CUP
TEACHERS SY: 2015-2016”.
Findings of the study will be treated with strict confidentiality.
Thank you very much for the attention accorded to this request.
Respectfully Yours,
ARGALLON, JENIFER A
CUENCA, MALOU O.
MELLOSO, CRISTY T.
REUBAL, APRILON E.
Researchers
Noted: Approved by:
DR. FELIPA PAGULAYAN DR. ANA MARIE BARBIETO
Professor Dean, College of Education

32
APPENDIX C
Respondents Profile
Direction:Put a check onthe space provided.
Name:______________________________ Course and Year:_________________
Gender:( ) male ( ) female Age: ______
Please encircle the itemsof the professionalqualitiesof College Instructorsatthe CityUniversity
of Pasay: takingnote of the followingcode orlegend.
5 – Most Desired 3 – FairlyDesired 1 – Least Desired
4 – VeryDesired 2 – SlightlyDesired
Professional Qualities Response
A. Knowledge
1. Has masteryof hermajor/specialization 5 4 3 2 1
2. Updatedknowledge onthe currentcurriculum 5 4 3 2 1
3. Employdifferentmethods/strategiesappropriate 5 4 3 2 1
for studentsability
4. Provide instructional materialsforeffective teaching 5 4 3 2 1
5. Impart knowledge tothe students 5 4 3 2 1
B. Skills
1. Has the abilitytocraft syllabusforthe perusal of the students 5 4 3 2 1
2. Abilitytomake spiltseconddecisiononthe challengesmet or 5 4 3 2 1
encounteredinthe classroom
3. Abilitytodeliverherlessonsinthe widestperspectiveview 5 4 3 2 1
4. Has communicationskillsindelivering the lesson 5 4 3 2 1
5. Has the art inaskingthe questions 5 4 3 2 1
C. Attitude
1. Has passioninteaching 5 4 3 2 1
2. Attendsall facultymeetingsandextracurricularactivities 5 4 3 2 1
3. Attendsseminars/trainingstokeepabreastwiththe currenttrends 5 4 3 2 1
inteaching
4. Commitmentbymeetinghis/herclassreligiously 5 4 3 2 1
5. Has fair treatmentforeverystudent 5 4 3 2 1

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