conceptions of good teaching

Inquiring into Filipino TInquiring into Filipino TInquiring into Filipino TInquiring into Filipino TInquiring into Filipino Teachers’ Conceptionseachers’ Conceptionseachers’ Conceptionseachers’ Conceptionseachers’ Conceptionsof Good Tof Good Tof Good Tof Good Tof Good Teaching: eaching: eaching: eaching: eaching: A Qualitative Research StudyA Qualitative Research StudyA Qualitative Research StudyA Qualitative Research StudyA Qualitative Research StudyMa. Alicia Bustos-OrosaMa. Alicia Bustos-OrosaMa. Alicia Bustos-OrosaMa. Alicia Bustos-OrosaMa. Alicia Bustos-OrosaCounseling and Educational Psychology DepartmentDe La Salle University, Manila, [email protected]

Teacher beliefs and conceptions about good teaching were explored among Filipino teachersfrom private schools and universities situated in different provinces throughout the country.Teacher respondents from elementary, high school and college levels (N=272) were asked torespond to an open-ended questionnaire for the study from which qualitative research datawere gathered. Qualitative analysis of the data was conducted by identifying dominant emergentthematic categories and related core ideas. The study concludes that Filipino teachers’ constructsof the nature of good teaching involve personality-based trait dispositions and teachingcompetence-based dispositions. These conceptions are also rooted in Filipino cultural idealsand values.

Keywords: teachers’ conceptions, teachers’ beliefs, good teaching, qualitative research, Philippines

The quest for good teaching has been anunending inquiry in the academe. Perhaps theinterest in good teaching is strengthened by theprevalent assumption that a good teacher makes goodstudents. However, the complexity of the teaching-learning process and the unpredictable nature ofclassroom dynamics often hinder good teaching.

With marked reforms implemented in theeducational system, expectations of teachercharacteristics and teaching competencies are alsoevolving. More often, ineffective teaching has beenlinked to student rather than teacher factors. In aDepartment of Education Memorandum, it is evenstated that “several factors constrain teachers fromplaying their role as facilitators of the learningprocess” (Philippine Department of EducationBureau of Secondary Education, 2002). Even

The Asia-Pacific Education Researcher 17:2 (2008), pp. 157-171

© 2008 De La Salle University, Philippines

more critical is the fact that there has been a dearthof research on teaching in Philippine schools.Apart from Reyes (2001), there has been nosystematic investigation of teaching expertisepursued in the last five years.

Thus, the current study aims to elucidate criticalconstructs and variables related to teaching andlearning, specifically focusing on teacher beliefsabout good teaching that might inform teachingpractices and changing instructional roles.

REVIEW OF RELATED LITERATURE

Studies on teacher beliefsTeachers’ thoughts and beliefs are integral

aspects of successful teaching. Teachers’ thinking

Administrator

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158 VOL. 17 NO. 2THE ASIA-PACIFIC EDUCATION RESEARCHER

may be guided by a personally held system ofbeliefs, values and principles or by a broadknowledge base of content and teaching strategiesthat inform their teaching practice and go largelyunarticulated (Isenberg, 1990; Pajares, 1992).However, Pajares (1992) states that as a globalconstruct, belief does not lend itself easily toempirical investigation.

Beliefs are formed from personal experiences,education and values. They are a majordeterminant of behavior as teachers respond toquestions and make classroom decisions. Beliefsabout teaching, learners, or a teacher’s role forexample guide teachers in their practice, and arederived from sources such as experience andpersonality (Donaghue, 2003).. Teachers’ beliefsare often implicit and unarticulated, yet theyinfluence teacher perceptions, judgments, anddecisions and direct teachers to act in certain ways(Vartuli, 2005). Also related to this issue is self-image; subconsciously or consciously, teachersmay wish to promote a particular image ofthemselves (Donaghue, 2003).

Traits of good teachersThe research on good teaching nonetheless

seems to all notably point to specific personalitytraits and dispositions – such as being caring,courageous, kind (McIntyre & Battle 1998; Murphy,Delli & Edwards, 2004; Noddings, 2001). It is quiteinteresting to note that in most studies about goodteaching, intangible traits of personhood andintegrity are mentioned equally as competence tosome extent. McIntyre and Battle (1998) alsoidentified 4 trait configurations: personality traits,respectful treatment of students, behaviormanagement practices, and instructional skills.

In most studies, traits of good teachers arelargely described rather than categorized into aspecific personality type (Palmer, 1993). Goodteaching has also been related to personal integrity(Palmer, 1993), honesty, genuineness, and respectfor students, materials, and the process of teaching(Kane, Sandretto & Heath, 2002).

Good teaching comes in an astonishing array offorms. The congruence between method and the

teacher’s identity has been cited as a source ofgood teaching (Palmer, 1993). Murphy et al.(2004) concluded that good teaching emphasizesthe value of the interpersonal aspects rather thanthe academic goals of teaching.

Studies of excellent or exemplary teachersOne other approach to the study of teaching

effectiveness and good teaching has been to focusinstead on the practices of excellent teachers(Nuthall, 2004, p. 281). In the early 1990’s,Hopkins and Stern (1995) synthesized the findingsof case studies and identified the six most importantcharacteristics of excellent teachers : a passionatecommitment to doing the very best for their students,a love of children enacted in warm, caringrelationships, pedagogical content knowledge (e.g.,knowing how to identify, present, and explain keyconcepts), use of a variety of models of teachingand learning, a collaborative working style withother teachers to plan, observe and discuss eachother’s work; and a constant questioning of,reflecting on, and modifying of their own practice.

Bhattacharya (2004) also cites the study ofDarby (1997) which found that the quality ofteaching is derived broadly from two types ofattribute: technical skills (content, organization,applicability) and personal skills (attitude,empathy). Kolis and Dunlap (2004) meanwhilerefer to the K3P3 model which illustrated theinterplay between knowledge bases andpedagogical processes. At the highest level ofexpertise, the master teacher provides a seamlessintegration of the three knowledge bases throughthe three pedagogical knowledge processes inorder to facilitate the actualization of studentlearning (Gage, 1978 as cited in Kolis & Dunlap,2004). The three knowledge bases specificallyare: student knowledge base, content knowledgebase, and learning knowledge base.

A local study examining teaching expertise wasconducted by Reyes (2001) among 69 expertteachers from Philippine private and state collegesand universities. In the model-building study, Reyesreveals that expert teaching is comprised of 6 sub-domains, namely: subject matter expertise,

OROSA, M.A.B. 159FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING

classroom management expertise, instructionalexpertise, diagnostic expertise, relational expertise,and communication expertise. Aside from thesesub-domains, Reyes also identifies ‘enhancers’ orteacher characteristics or behaviors that have“corresponding observable effects on the interest,attention, and engagement of the students in theclassroom learning activities and on the teachers’rapport with the class” (p. 33).

RESEARCH PROBLEM

Given the premise that teacher beliefs and socialcognitions can influence teaching practices, the currentstudy adopted the objective of exploring Filipinoteachers’ beliefs and cognitions about good teaching.Furthermore, the study intended to generate newmodels for categorizing and understanding theseconcepts and beliefs about good teaching based onthese specific dimensions:

a. What is the nature of good teaching?b. What personal and social qualities of

teachers are related to good teaching?c. What knowledge and pedagogical

processes are related to good teaching?

As such, no conceptual nor theoretical frameworkwas used on which to anchor the analysis of theresearch data in this study. The outcomes provide aculturally-appropriate framework for exploring thesesocial cognitive variables for purposes ofunderstanding teachers’ beliefs about good teaching.

METHOD

As the study was qualitative in nature, theresearcher developed a brief open-endedquestionnaire with the following questions writtenin English:

1. Think of a teacher who exemplifies goodteaching. Why would you say that he/sheis a good teacher?

2. How would you describe the qualities thatmake him/her a good teacher?

3. Do you think that as a good teacher, s/hepossesses the knowledge in his/her subjectarea? Why would you say that he/she isknowledgeable?

Questionnaires were then distributed to 272teachers (Males= 70, Females= 199, No indication= 3) from eight (8) private schools and universitiesin different cities and provinces in the Philippinesnamely: Metro Manila, Bacolod, Iligan, andBatangas . These cities and provinces are widelydistributed throughout the country’s archipelagowith four schools from Luzon, one from Visayas,and two from Mindanao. All the private schoolsand universities included in this study were affiliatedwith and supervised by a widely-respectedCatholic University System.

All the responses of the participants were thenencoded verbatim. As the respondents were quitewell-versed in English, no responses had to betranslated. The various responses were then contentanalyzed and coded individually by the researcher.The content analysis was then validated by tworesearch associates who were PhD candidates inEducational and Counseling Psychology prior todetermining the final thematic categories for theresponses to each of the research questions.

Once the data coding of the responses wasvalidated, the coded responses were thencategorized into themes. A frequency count of theresponses under each thematic category was thenundertaken. From these, a final set of thematiccategories were then developed by the researcherand again audited by the two research associates.An external audit review was then done by aprofessional colleague of the researcher forverification of categories and themes.

The study adapted guidelines from Heppner andHeppner (2004) where categories that emergedfrom the analysis of the data were separated intothree types (general, typical, variant) andsummarized in a table. Furthermore, an indicationof how often a response was given is provided asgeneral, typical or variant. In ‘general’ responses,


almost all of the participants indicated the response.‘Typical’ responses were stated at least by a fourthto half of the participants. On the other hand,responses indicated as ‘variant’ were mentionedby only one or two participants. In the analysis ofthe data, there were also no variances in theresponses of the three educational levels (i.e.,elementary, high school, college) identified. Thesummary tables will help the reader betterunderstand the results and inform the reader as tohow common the conceptions were among theteacher respondents in the study.

RESULTS

In the succeeding discussion, the qualitativeresults of the study based on the research questionsposed are presented. As stated, responses to eachof the questions were coded into core ideas andthemes were generated to exemplify the variousdimensions investigated in the study.

In defining the nature of good teaching, asummary of the themes and core ideas gatheredfrom the qualitative results is given in Table 1.Based on the data, the researcher categorized the

Caring and concern forothers’ welfare

Ability to inspirestudents

Commitment to theprofession

Ethical conduct andintegrity

Self-awareness andconfidence

Motivation for self-improvement

General

General

General

Typical

Typical

Typical

≈ Caring≈ Love for children≈ Empathy≈ Drawing out the best in students≈ Inspiring≈ Has a positive effect on student’s life≈ Motivating≈ Passion for teaching≈ Drive for excellence≈ Professional commitment≈ Professional attitudes (punctuality, diligence,

well-preparedness, efficiency)≈ Collegiality≈ Faithfulness to vision and mission of school≈ Integrity≈ Ethics≈ Just and fair≈ Consistency≈ Professionalism≈ Acts a good role model≈ Positive regard for students and colleagues≈ Self-assurance≈ Self-awareness≈ Humility≈ Openness to experience≈ Dynamism≈ Versatility≈ Well-rounded personality≈ Optimism≈ Patience for learning

Table 1Themes and Core Ideas on the Nature of Good Teaching

Major Themes and Frequency Core IdeasUnderlying Themes of Responses

Dispositional and Personality-related traits

table continues..


≈ God-fearing≈ Personal grooming≈ Has a sense of humor

≈ Classroom management behaviors≈ Lesson Planning≈ Resourcefulness≈ Setting conditions for effective learning (makes

learning fun and enjoyable)≈ Use of a variety of instructional strategies≈ Setting appropriate learning expectations≈ Result-oriented≈ Innovation and creativity≈ Content mastery≈ Simplifies content to students’ level≈ Alignment of content and strategy≈ Explains well≈ Attention to details≈ Insightful≈ Social relevance of teaching context≈ Teaching by example≈ Discovery and hands-on learning≈ Focus on application≈ Develops critical thinking≈ Mastery of the medium of instruction≈ Has an audible voice≈ Conversant≈ Teacher as researcher≈ Catalyst of change

VariantVariantVariant

General

Typical

Typical

Typical

VariantVariant

SpiritualityPhysical attributesSense of humor

Teaching Competence

Pedagogical knowledge and skills

Knowledge of content andsubject matter

Emphasis on the application ofknowledge

Communication skills

Research skillsTransformative role

findings under two major themes that were apparentfrom the data analysis: (1) Dispositional andpersonality-related traits and (2) Teachingcompetence-related variables.

Subsumed under personality-related traits arecore ideas that refer to teacher beliefs which relatedgood teaching to the teacher’s inherent personalitytraits, internal attributes, attitudes, self-concept,and even social-emotional states. Under thistheme, caring and concern for others’ welfare,ability to inspire students, and professionalcommitment were the most recurrent responsesgiven by the teacher participants . Second tothese were ethical conduct and integrity, self-awareness and confidence, and motivation for self-improvement. Remarkably, there were also teacher

respondents who pointed to spirituality, physicalattributes, and sense of humor as integral to thenature of good teaching.

Under the thematic category of teachingcompetence, core ideas include teacher behaviors,cognitions, and skills that are related to classroomteaching per se. In this category, there is emphasison the role of the teacher, aptitude and expertise.In the analysis of the data under this thematiccategory, pedagogical knowledge and skills werethe most common responses given. Knowledge ofcontent and subject matter, emphasis on theapplication of knowledge, and communication skillswere also highlighted by the teacher respondents.Research skills and the transformative role ofteaching were sparsely mentioned however.

Table 1 continued


The summary of themes and core ideas for thequalities of a good teacher are outlined in Table 2.Akin to the analysis on the nature of good teaching,responses were also categorized under twothematic categories: personality-related traitdispositions and teaching competence-relatedtraits.

In illustrating the qualities of a good teacher,much importance is given to a teacher’s adeptness

in establishing personal relationships, caring andconcern, ethical conduct and temperament. Itis evident that a good teacher is perceived tobe sociable , car ing, kind, t rustworthy,respectful, happy, motivating and enthusiastic.Similarly, the good teacher is perceived to also beself-assured, wise, having a sense of humor, well-groomed and spiritual to a certain degree by a fewrespondents.

Adeptness in establishingpersonal relationships

Caring and concern forothers’ welfare

Professional commitment

Ethical conduct

Typical

Typical

Typical

Typical

≈ Has good rapport with students≈ Flexible≈ Sensitive≈ Friendly≈ Patient≈ Approachable≈ Good listener≈ Establishes relationship with colleagues≈ Caring≈ Kind≈ Shows concern≈ Motherly/fatherly≈ Compassionate and generous≈ Empathetic≈ Sincere≈ Life-affirming≈ Appreciative≈ Inspiring≈ Loyal and dedicated≈ Has a passion for teaching≈ Faithfulness to the mission and vision of the

school≈ Manifests an academic/research attitude≈ Collegiality≈ Trustworthy≈ Respects students≈ Fair/Has integrity≈ Good role model

Table 2Themes and the Core Ideas related to the Qualities of a Good Teacher

Major Themes and Frequency Core IdeasUnderlying Themes of Responses

Dispositional and Personality-related traits

table continues..


≈ Happy≈ Motivating/Pleasing≈ Enthusiastic≈ Self-assured≈ Self-aware≈ Self-confident≈ Humble≈ Wise≈ Has a sense of humor≈ Looks dignified≈ Well-groomed and neat≈ Values-centered≈ Values teaching as service≈ Christian≈ God-fearing

≈ Motivated to improve in teaching≈ Intelligent≈ Knowledgeable≈ Lifelong learner≈ An expert≈ Thinks critically≈ A wide reader≈ Organized≈ Academically-equipped in the field of

specialization≈ Responds to learner differences in ability levels≈ Acknowledges developmental needs of students≈ Adaptive to students’ needs and pace of learning≈ Can simplify content to students’ level≈ Has good presentation skills≈ Resourceful≈ Creative≈ Innovative≈ Uses a variety of teaching strategies≈ Literate with technology≈ Good planner≈ Anticipates what can happen in the classroom≈ Manages student behaviors well≈ Manages time effectively≈ Makes a lesson meaningful≈ Connects lessons to real life≈ Makes subject matter interesting≈ Provides examples≈ Acts as a facilitator≈ Engages students in critical thinking≈ Proficient language ability≈ Audible voice

Typical

Variant

VariantVariantVariant

Variant

Typical

Typical

Typical

Typical

Typical

Typical

Temperament

Self-awareness

Age and wisdomSense of humorPhysical attributes

Spirituality

Building expertise

Student-centeredness

Adeptness with instructionalmethods

Classroom management skills

Focus on application ofknowledge

Communicating skills

Teaching Competence-related variables

Table 2 continued


In describing the teacher as a compassionateand caring person, teachers stated:

“A good teacher has the heart to touch thechildren”

“She can also be their second mother who iswilling to help in any way she can.”

The responses also emphasize the inspiring roleteachers have in students’ lives. As teacherrespondents stated:

“There is one teacher who taught me that‘Education is not just filling the bucket. It’slighting a fire’ and for me she is one of theteachers who exemplifies good teaching”

“has the ability and desire to make thestudents discover their gifts and talents whichthey can fully utilize to build a better futurefor themselves.”

“gives so much of herself in teaching not onlyabout the lesson but most of all about life.”

The reference to values teaching and spiritualityof good teachers was also noted in some of theresponses given, such as:

“models true Christian values, grows inpersonal faith life, prays and shares faith withthe students and views education andformation of students as a priority.”

Nonetheless, there is consistency in the notionthat good teachers should also be competent intheir work. The respondents also highlighted thevalue of building expertise, student-centeredness,adeptness with instructional methods, classroommanagement skills, and focus on application ofknowledge. These pedagogical and knowledge-based skills however, were equally valued as one’scommitment to teaching and proficiency in languageand communication.

In this study, teacher respondents related that acompetent teacher may be described as:

“A well-prepared teacher knows what toteach, how to teach and has good commandof the subject matter being taught”

“has the facility to deliver lectures withamazing spontaneity in simplistic ways thatbecome clearly understandable by students”

“provides a thorough, clear, interactivepresentation/discussion of material.”.

Within teaching-competence related variables,building expertise was cited as characteristic ofgood teachers. In building expertise, there is thenotion that teachers should be well-informed aboutcontent. For Filipino teachers, it was evident thatteaching is closely related to one’s own abilities,intelligence, and areas of expertise. Nevertheless,in building expertise, a good teacher also has tobe a lifelong learner and interested in developingone’s knowledge base in the field. A succinctresponse to this item was “you cannot give whatyou do not have.”

Responding to learners’ needs and adaptingstudent-centered teaching were also cited asdescriptive of good teachers. Statementsillustrating this description included that a goodteacher:

“goes down to the level of students’ level ofunderstanding”

“is sensitive and easily thinks of strategiesthat suit the needs of the students”.

Hence, there is apparent reference to ateacher’s proficiency to effectively adapt teachingto the pace of learning and ability levels of thestudents.

Equally emphasized was that temperament (i.e.,being happy, enthusiastic, motivating, and pleasing)which includes positive traits or dispositions is alsohighly regarded as characteristic of a good teacher.A few respondents also pointed to physicalattributes and appearance as an importantperception of good teachers.


Major Themes

Content Knowledge

Knowledge ofcontent application

Underlying Themes

Knowledge of subjectmatter

Academic background

Motivation for buildingexpertise

Valued expertise

Clarity in presentationof concepts

Frequency

General

Typical

Typical

Variant

Typical

Core Ideas

≈ Expertise in the field≈ Content mastery≈ In-depth knowledge and

understanding of content≈ Knowledge of appropriate resources≈ Insightful about the content area≈ Comprehensive teaching≈ Accuracy and reliability of

information imparted≈ Good grasp of concepts in the field≈ Goes beyond textbook content≈ Previous educational experience≈ Related industry practice≈ Awards received≈ Continuous training in the field≈ Continuing education in the content

area≈ Credibility≈ Updates oneself professionally≈ Voracious reader≈ Lifelong learner≈ Has an inherent love for field of

expertise≈ Personally values knowledge taught≈ Can answer students’ questions≈ Ability to present subject matter in

practical and relevant terms≈ Ability to explain and discuss subject

matter well≈ Simplifies content≈ Has purpose and organization of

concepts

Table 3Knowledge and Processes Attributed to Good Teaching

In the following section, a summary of theemergent thematic categories and core ideasrelated to the knowledge and processes attributedto good teaching are presented in Table 3. Whenthe teacher respondents were asked as to the kindof knowledge that a good teacher should possess,their responses indicated five major categories: (1)content knowledge, (2) knowledge of contentapplication, (3) knowledge of learner differences,(4) knowledge of instructional models, and (5)adeptness in interpersonal relationships.

Content knowledge may be defined as one’sknowledge of the subject matter, academicbackground, motivation for building expertise, andvalued expertise. In this category, Filipino teachersattribute good teaching to content mastery andexpertise. Such expertise is further substantiatedby the recognition by peers that a good teacher isan expert based on the awards and continuoustraining or education he/she receives or pursues inthe field of specialization.

table continues..


≈ Goes beyond the lesson≈ Emphasis on student application of

learning≈ Provision for practical life

experiences related to learning≈ Practical and relevant teaching≈ Explains ideas well≈ Confident in verbalizations≈ Rephrases≈ Asks good questions≈ Ability to integrate with other

disciplines≈ Understands related issues≈ Integrates new knowledge≈ Responds to individual differences≈ Adjusts teaching to students’ learning

needs≈ Organizes key ideas≈ Organizes classroom learning

experiences≈ Creative in use of a variety of teaching

strategies≈ Executes a good lesson plan≈ Encourages students to think critically≈ Makes students excel in competitions

Typical

Typical

TypicalTypical

Typical

Typical

Variant

Authentic learning

Precision oflanguage use

Art of questioningIntegration withother disciplines

Adaptive teaching

Adaptiveinstructional models

Teaching for criticalthinking

Knowledge of learnerdifferences

Knowledge ofinstructional models

Table 3 continued

The findings in this dimension are closely similarto the responses on the traits of good teachersregarding content mastery and building expertise.Responses that exemplify content mastery also referto a wide knowledge base about a content area oftenmanifested in one’s ability to answer questions, to gobeyond the text, and facility to expound on the subjectmatter. Some responses included:

“he can readily accept challenges especiallyin an unexpected moment when students askquestions that are unexpected”

“she can expound on the subject matter well”

“you can tell if he expounds without hesitationwhen asked.”

The theme of knowledge of content applicationrefers to good teaching as involving: clarity in thepresentation of concepts, authentic learning,

precision of language use, art of questioning, andintegration with other disciplines. Responses giventhat relate to knowledge of content applicationstated that a good teacher:

“has the ability to link the subject matter toother fields and other ways where his/herteaching can be a means of answeringpractical and concrete problems at present”

“can elaborate and give graphic examples orillustrations to abstract concepts”

“can provide examples which are life-based”

“can provide alternative examples andactivities”

“takes knowledge and translates it to studentsin a way which is comprehensible to them,yet retains its originality.”


In this regard, good teachers are able to relatecontent to students’ needs and are able to makeconnections with other disciplines and newknowledge.

In this study, there is also notable emphasis onthe teacher’s ability to respond to the needs ofindividual learners in the classroom. Goodteachers are reportedly flexible with the paceof instruction, have established routines andtransitions and makes use of instructional timeeffectively. Responses that illustrate this key pointincluded:

“She takes the students from where they areand provide experiences that will measuresuccess.”

“During our classes before, she gave usactivities where we could develop ourcommunication skills. We engaged in roleplays, dialogues, etc.”

Filipino teachers also highlighted adaptinginstructional models and teaching for criticalthinking as important to good teaching. Thereference to challenging students in evident in theresponse that teachers can make students excel incompetitions. An illustrative statement in this regardwas that good teachers:

“provide experiential learning area wherelearners can apply practical knowledge andlife skills”

“provide opportunities for critical thinking.”

DISCUSSION

Beliefs and Conceptions about Good Teaching

The prominence attributed to dispositions andpersonality traits in relation to good teaching iscongruent with research studies cited previously(Kane et al, 2002; McIntyre & Battle, 1998;Murphy et al., 2004; Palmer, 1993) including theemphasis on good teaching as caring and concern

for others (McIntyre & Battle 1998; Murphy etal., 2004; Noddings, 2001). The findings are alsosimilarly fitting with the conclusion offered by White(1995) that the personality of the teacher is themost important factor in a successful teacher.Integrity, self-knowledge, and ethical conduct werealso accentuated (Palmer, 1993). Good teaching isalso ascribed to personality traits, a construct thatsome researchers opt to call dispositions. Katz(1993) defines a disposition as a tendency to exhibitfrequently, consciously, and voluntarily a patternof behavior that is directed to a broad goal.

On the other hand, Ritchchart (2001) viewsdispositions as a collection of cognitive tendenciesthat capture one’s patterns of thinking, a definitiongrounded on a dispositional view of intelligence(Ritchchart, 2001, as cited in Thornton, 2006).Further, similar to Thornton (2006) and Ritchchart(2001; as cited in Thornton, 2006), the studyindicated that Filipino teachers believe thatprofessional dispositions are essential to goodteaching. Thus, if one were to follow this argument,dispositions as cognitive tendencies would alsoaptly characterize both personality-based traits andteaching competence-related variables (e.g.,building expertise) identified in the current study.Good teaching hence, may largely be associatedwith dispositional traits.

In this study, it was also evident that caring andensuring smooth interpersonal relationships areconstrued as desirable traits. Reyes (2001)referred to this as the expert teacher’s ‘relationalexpertise.’ However, these traits may in essencebe embodied in a cultural concept Filipinoanthropologists call asal (Jocano, 1997). Thecurrent study thus proposes that constructions ofgood teaching among Filipinos may be rooted incultural conceptions of a good person or idealvalues. Asal, a construct that is highly valued inFilipino culture, pertains to ethical ways of acting,and good character.

Jocano (1997) states:

“Asal lies deep in the Filipino subconscious.Oftentimes we are not aware that i t


influences the way we think and do things inrelation to the situations we are in or in termsof our relations with other members of agroup. In popular usage, asal is often usedto mean ugali, or character. Asal is intrinsicin (the Filipino personality)…It emanatesfrom within us as part of our human nature.Functionally, it serves as the standard againstwhich our pagkatao (personhood) as Filipinosis expressed and known. It is in within thisconstruct of asal that the Filipinos’ value forpakikipagkapwa-tao (harmonious relationswith others) is defined and the intrinsic qualityof our pagkamakatao (concern orcompassion) over other human beings is mademanifest” (p. 58).

So too, as a people, Filipinos highlight theimportance given to maintaining harmoniousrelationships. “It is an ethical demand and a moralobligation to maintain harmonious relations withothers because we are dealing with our kapwa-tao (fellow humans) who also seek the sameharmonious relations with us.” (Jocano, 1997, p.63). Moreover, “the emphasis on interdependentrelationships expresses well the principle ofegalitarianism found in the Filipino concept ofkapwa” (Jocano, 1997, p. 64). This studytherefore raises a notable finding related to thebeliefs about good teaching that clearly reflectcultural values like asal which are embedded inand highly-valued among Filipinos.

Other notable findings in this study were thereference to spirituality, and professionalcommitment and faithfulness to the mission andvision of the school. Such a finding is characteristicof schools in the Philippines which require theirteaching and non-teaching staff to undergo animmersion into the charism of the institution, oftenovertly facilitated through in-service seminars. Inthis case, since the schools and universities allbelonged and are supervised by one Catholic,religious order, teachers would expectedly espousethe same religious doctrine and educational mission.

In a related study by Suplido (2006), usingcomparable sample respondents from the sameschools in this study, it was revealed that teacher

commitment grounded on “occupational motives,feelings and behaviors are closely related to theother stakeholders in the academic community:their students, colleagues, administrators and theuniversity as a whole” (p. 208). Thus, as a teacheris more committed to the vision and mission thatthe academic community shares collectively, he/she is also perceived to be a good teacher.

The emphasis on spirituality may also bejustified by the fact that the respondents in thisstudy all belonged to a Catholic-based universityor school. Further, the Philippines being the largestChristian country in Asia with a predominantlyCatholic population has long highlighted spiritualityand religion in almost every aspect of everydaylife. The stress on values teaching is also a uniquefocus among Filipino teachers, particularly in theelementary and high school levels as valueseducation is integrated in all the core learning areasand content of the curriculum (e.g., English andValues Education) (Phil. BSED, 2002, p.2). Moreso, in most schools, teachers are required todeliberately state the value integral to a lesson byexplicitly stating the same in a lesson plan orsubject area curriculum.

Knowledge and processes attributed to goodteaching

The current research further indicated thatFilipino teachers emphasize the value of contentknowledge and pedagogical knowledge processesin good teaching. The findings suggest that there isa marked congruence with the conceptions ofteachers in previous studies (Kolis & Dunlap,2004) about the knowledge that good teachersshould possess. Perhaps this finding may beascribed to the propensity of Philippine schools tomodel and pattern teaching practices on research-based Western instructional programs and models.

Another plausible perspective that is supportedby this study relates to the sub-domains of expertiseproposed by Reyes (2001). In her study, Reyesproposed that expert teachers have subject matterexpertise, a construct closely synonymous tocontent knowledge. In this study, the value ofpedagogical knowledge and application are also


closely parallel to Reyes’ sub-domains ofclassroom management expertise, instructionalexpertise, and communication expertise. Thethemes on knowledge of learner differences andinstructional models raised in this study are alsocongruent with some of the specific ‘enhancers’ inReyes’s study.

CONCLUSIONS AND IMPLICATIONS

The current study identifies the convergence ofbeliefs Filipino teachers have about good teaching,a construct which involves dispositional traitsbased on personality traits and professionalcompetence. There is an apparent collective notionabout the multi-dimensional nature of goodteaching as a balance between what one knowsand what one is, a notion also rooted in culturalconceptions of the good person.

Perhaps implicit in these notions about goodteaching is a shared respect and high regard forteachers. Such an inference is based on theresponses Filipino teachers gave about their ownexperiences as students when asked to recall animage of a good teacher, an image which tends todescribe the good teacher as a role model.

The current study also lends support to previousstudies that point to the personality traits that makea good teacher, such traits as caring, kindness,compassion, ethical conduct and integrity(Bhattacharya, 2003; Hativa, Barak & Simhi,2001; Hopkins & Stern, 1996; McIntyre & Battle,1998; Woolfolk, 2007). Moreover, the study iscongruent with the cross-cultural studies of Hopkinsand Stern (1996) which found that good teachersdemonstrate dispositional and professionalcharacteristics.

However, in this study Filipino teachersclearly placed more significance on theteacher’s ability to establish rapport andmaintain harmonious interpersonal relationshipswith students and colleagues. Such a findingmay be argued as a result of the value placedon a highly regarded Filipino cultural trait calledasal.

Over all, in the current study, there is a clearindication that dispositional traits are essential ingood teaching, but that there is no single personalityprofile of what makes a good teacher. In essence,good teaching is best described as a profile ratherthan just a single dimensional trait. Hence, it maybe risky to assume that schools should seek anideal personality profile among its teachers. Itwould be even more unfair to many teachercandidates to be chosen or disqualified based onspecific personality traits. Therefore, it may bemore prudent to consider that good teachinginvolves a diverse array of dispositional traits andnot a unitary personality type.

In this current research, there is also the premisethat with the emphasis on caring in good teaching,schools will need to balance two conflictingdispositions. Schools may have to institute meansand venues where both car ing andprofessionalism are equally valued. AsNoddings (2001) had stated, “the challenge forthe greater part is to create a climate in whichcaring and professionalism are compatible” (p.103). As such, schools will need to createmechanisms to ensure that teachers can developa caring relationship with students such as loopingand regular student-teacher conferences. However,professionalism should also be equally recognizedby the school.

In light of the research findings that presentdispositional traits as essential to good teaching, itmay in fact be more constructive if teachereducators focus on developing dispositions thatrelate to professional competence than personalityover time. This study as well highlighted theimportance and the interactive nature of knowledgeand knowledge processes by Kolis and Dunlap(2004) and the sub-domains proposed by Reyes(2001).

With regard to the implications of the study, thefindings of the current research point to the plausiblerelationship between instructional self-efficacy andgood teaching. In this study, interestingly thereseems to be strong evidence that teaching self-efficacy is closely parallel to good teachingpractices as stipulated in related literature. Given


the responses related to good teaching and the traitsof good teachers, there is an apparent congruencebetween the dimensions of good teaching withstudies on instructional self-efficacy.

Evidently in this study, the traits identified ofgood teachers all correspond with thecharacteristics of teachers with high instructionalself-efficacy. Further research into the relationshipand role of instructional self-efficacy and goodteaching practices may yield more substantial datain the future.

Secondly, the implications of the research studyto practice and teacher-training are presented. Asthe research evidence has also revealedconsistently that teaching beliefs begin early on,emphasis must be given to the role of teacher-training in demystifying and clarifying conceptionsearly on at the pre-service level.

The current study also mentioned that inconjunction with developing dispositional traits,enhancing one’s knowledge and pedagogicalknowledge processes are also significant in goodteaching. However, though this study proposesthat there are no clear and defined teachingbehaviors and teaching models that characterizeall good teachers, it is inarguable that teachers needto develop content mastery, pedagogicalknowledge, and knowledge of learning processesto achieve effective teaching. In this regard,administrative support and academic mentoring

may need to be systematized to help teachersdevelop the requisite teaching repertoire anddispositions.

The present study, therefore, concludes thatgood teaching is the confluence of several criticalfactors: personality-based dispositions, teachingcompetence, content mastery and expertise, andpedagogical knowledge. A proposed frameworkfor defining the different dimensions of this studyis provided in Figure 1.

In conclusion, the present study sought toinquire into Filipino teachers’ conceptions andbeliefs on the following dimensions: the natureof good teaching and the personal and socialqualities related to good teaching. The currentstudy has certainly pointed out that Filipinoteachers’ conceptions of good teaching areexpressed as diverse and multi-dimensionalconstructs.

REFERENCES

Bhattacharya, B. (2004). What is good teachingin engineering education in India? A case study.Innovations of Education and TeachingInternational, 41 (3), 329-341.

Donaghue, H. (2003). An instrument to elicitteachers’ beliefs and assumptions. ELTJournal. 57(4), 344- 351.

Good teaching

Personality-based dispositions

Teaching competence traits

Content mastery and expertise

Pedagogical knowledge

Personality-baseddispositions

Teachingcompetence traits

Content masteryand expertise

Pedagogicalknowledge

Goodteaching

Figure 1. Critical factors in good teaching


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