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1. EDUCATION STUDENTS’ PERCEPTIONS ON THE PROFESSIONAL QUALITIES
OF CUP TEACHERS S.Y: 2015-2016
A Thesis
Presented to
the Faculty of City University of Pasay of
College of Education
In Partial Fulfilment
of the Requirements for the
Course Thesis Research Project
BY:
Argallon, Jenifer A.
Cuenca, Malou O.
Melloso, Cristy T.
Reubal, Aprilon E

2. TABLE OF CONTENTS
Pages
ABSTRACT…………………………………………………………… i
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. iv
DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …... v
CHAPTER
1 THE PROBLEM AND ITS SETTING
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …. …. … 1
Conceptual Framework . . . . . . . . . . . . . …………………….. 3
Statement of the Problem . . . . . . . . . . . . . . . . . . . . …………. 3
Hypothesis . . . . . . . . . . . . . . . . . . . . . . ……………………… 4
Scope and Delimitations of the Study . . . . . . . . . . . ………… 4
Significance of the Study……………………………………. 4
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . ………. 5
2 REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …..... 6
Local Literature……………………………………………… 7
Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. ... 7
Local Studies………………………………………………… 9

3. 3 RESEARCH METHODOLOGY
Research Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………..... 11
Sources of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……… ……………. 11
Sampling of Respondents……………………………………………….. 12
Instrumentation…………………………………………………………. 12
Procedure of the Study………………………………………………. .. 12
Statistical Treatment of Data………………………………..................... 13
4 PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
Frequency Distribution of the Respondents in terms of Gender
Profile of the BSE and BEEd students………………………………….. 14
Frequency Distribution of the Respondents in terms of Course ………… 14
Weighted Mean and Value Perception of BEEd First Year Students
to the Professional Qualities of CUP Teachers…………………………… 15
Weighted Mean and Value Perception of BEEd Second Year Students
to the Professional Qualities of CUP Teachers………………………….... 15
Weighted Mean and Value Perception of BEEd Third Year Students
to the Professional Qualities of CUP Teachers…………………………….. 16
Weighted Mean and Value Perception of BEEd Fourth Year Students
to the Professional Qualities of CUP Teachers…………………………… 16
Professional Qualities of CUP Teachers As to Knowledge ……………… 17
Professional Qualities of CUP Teachers As to Skills……………………… 18

4. Professional Qualities of CUP Teachers As to Attitude……………….… 19
General Findings………………………………………………………..… 20
Weighted Mean and Value Perception of BSE First Year Students
to the Professional Qualities of CUP Teachers…………………………… 21
Weighted Mean and Value Perception of BSE Second Year Students
to the Professional Qualities of CUP Teachers……………………………… 21
Weighted Mean and Value Perception of BSE Third Year Students
to the Professional Qualities of CUP Teachers……………………………… 21
Weighted Mean and Value Perception of BSE Fourth Year Students
to the Professional Qualities of CUP Teachers……………………………… 22
Professional Qualities of CUP Teachers As to Knowledge………………… 23
Professional Qualities of CUP Teachers As to Skills……………………… 24
Professional Qualities of CUP Teachers As to Attitude………………….. 25
General Findings…………………………………………………………… 26
5 SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATION
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …….. 27
Conclusion………………………………………….. …………….…… 28
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………………… 28
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …………….… 29
APPENDICES

5. A LETTER OF VALIDATION ……………………………………… 30
B LETTER OF PERMISSION……………………………………… 31
C QUESTIONNAIRE ON EDUCATION STUDENTS’
PERCEPTIONS ON THE PROFESSIONAL QUALITIES
OF CUP TEACHERS . . . . . . . . . . . . . . . . . ………………………... 32

6. CHAPTER 1
The Problem and Its Setting
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. 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. 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. Effective learning in the classroom depends on the teachers’ ability to
maintain the interest that brought students to the course in the first place. Effective teaching
simply requires time, effort and organization.
Furthermore, Bwika and Carrigan (2014) stressed that a good instructor has a genuine
interest in the students and their learning. Regardless of the relationships you form with your
students, always treat them with respect, showing a legitimate interest in their academic success,
welfare, future also a resource, a guide, a mentor, knows what to teach and like what to teach.
Learning is best achieved when instructors possess desirable traits that create a
wholesome atmosphere for the acquisition of knowledge and skills. The instructor is an
important conditioning factor in encouraging students to learn. Therefore, in order to make their
teaching effective, it is necessary to take into consideration the students’ preference of
professional qualities of teachers.

7. CHAPTER 2
Review of Related Literature and Studies
This chapter presents the related literature and studies both in the foreign and local which
were reviewed by the researcher to authenticate the information and give better observation to
the cited problems of the study.
Foreign Literature
Heltherbran (2008) found out that when instructors are receptive to students
asking questions about course objectives and requirements, they perceived these instructors as
having the open-mindedness to want them to succeed in their studies. Leviste (2016) teaching
is effective to the extent that the teacher acts ways that are favourable to the development of
desirable personality of the learners. Hughes (2009) research the relationships between
teaching styles perceived by students and teaching styles adopted by instructors.
According to Mac Meekin (2014), the image of the 21st century teacher is due to
the emergence of social web and technology-driven classrooms. Mac Meekin listed 27 traits of
the 21st century teacher, which include among others teachers who are techno savvy, those
who facilitate students’ learning, let them create, design, question, contribute, relate what they
learn to the real world, and discern what is right from wrong. These traits have been supported
by Resta (as cited in Ledesma, 2011) who synthesized the characteristics of teacher educators
that can better serve students in the 21st century as follows: 1) facilitate and inspire student
learning and creativity so that all students achieve in the global society; 2) enable students to
maximize the potential of their formal and informal learning experiences; 3) facilitate learning
in multiple modalities; 4) work as effective members of learning teams; 5) use the full range of
digital-age tools to improve student engagement and achievement; 6) work with their students
to co-create new learning opportunities; 7) use data to support student learning and program
improvements; 8) be lifelong learners; 9) be global educators; and 10) work with policy leaders
as change agents.

8. CHAPTER 3
Research Methodology
This chapter contains the methodology and procedures used in conducting the study.
They are described under the following headings: 1.) Research Method 2.) Sources of data
3.)Sampling of Respondents 4.)Instrumentation 5.)Procedure of the Study 6.) Statistical
Treatment of Data
ResearchMethod
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.
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.
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.

9. CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter presents the results and discussion of the detain the study.
Profile of the Respondents
Table 1
Table 1: Frequency Distribution of the Respondents in terms of Gender
Profile of the BSE and BEEd students
Gender BSE BEEd Total Percentage
Male 35 40 75 25%
Female 115 110 225 75%
Total 150 150 300 100%
The data revealed that there are 75 males or 25% of the total respondents; 40 coming
from BEED plus 35 from BSE while there are 225 females or 75%; 115 female students from
BSE and 110 from BEEd. This data indicate that the teaching profession is a very attractive job
among the female individuals.
Table 2
Table 2: Frequency Distributions of the Respondents in terms of Course.
Course Frequency Percent
BEED Students 162 54%
BSE Students 138 46%
Total 300 100%

10. CHAPTER 5
Summary of Findings, Conclusion and Recommendation
This final phase of study deals with the summary of the research processes undertaken,
findings of the study, conclusions drawn and recommendations.
Summary of Findings
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).
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).
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).
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).
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).