DOES AN IDEAL TEACHER MAKE AN EFFECTIVE EDUCATOR? AN EVALUATION OF WORK VALUES AND TEACHING EFFECTIVENESS

Abstract

INTRODUCTION:A value is considered as a principle or standard that is held in high esteem by an individual and is related to all aspects of one's personal and official life. Values should be developed in themselves so that individuals can meet their needs in socially acceptable ways (Rokeach, 1973). The more a person knows about his or her values, the better he or she will be able to determine which work environment would fit their personal and professional needs, and the skills they want to use and develop there. Research can give insights that values are stable and predictable of behavior over time (Meglino, Ravlin& Adkins, 1989; Rokeach, 1973). Thus, values act as a considerable factor in human motivation and achievement (Mankoff, 1974) and decision-making processes (Brown, et al., 2002). Work values are, thus, one aspect of an individual's value system. Work values are considered as the desired end state of an individual's participation at work. Therefore, these work values assist in defining career paths and goals. Nevertheless, once an individual joins an organization, its natural tendency that the individual would be susceptible to the organization's work values. These values will be used to guide how those who work in the organization should function. On the other hand, Locke and Henne (1986) posited that an individual's work values may also affect their work or desired goal, as well as effort and work performance.Blood (1969) and Wollack, et al., (1971) believed that values exist as a system of ethics. Work values have to impact on the worker's effective responses to work both in general and to specific characteristics (Blood, 1969). Zytowski (1970) surmised that a set of concepts that mediate a person's affective orientation and classes of external objects offering similar satisfaction is called as value.It could never be denied that work values of teachers contribute to their teaching effectiveness. Walker (2008) noted that effective teachers reach classrooms with preparation for teaching. They possess optimistic attitudes about teaching, students and set no limits on students since they believe everyone can be successful. Furthermore, the most effective teachers are resourceful and inventive in how they can teach their classes and they are fair in handling their grading. It is inferred that these characters contribute in shaping the students to become learned, committed, dedicated, resourceful and innovative.The study on work values and teaching effectiveness of teachers is based on the self-efficacy theory of Bandura. A person is believed to be self-efficient when he/she can maximize his full capabilities to organize and execute the courses of action in order to attain goals. This is when a person's belief on self about the ability which is reflected in their outputs (Bandura, 1977, 1986, 1997). With this, self-efficacy reflects the teacher's confidence in his or her ability to exert control over motivation, behavior, and teaching environment. This has a considerable effect of teaching experience to produce quality results as reflected on the students' performance. It is inferred that a teacher's behavior is motivated and regulated by self-evaluation reactions to their own actions, and therefore self-directedness partly determines the teacher's behavior inside the classroom. The goal to look into the connection between teacher's effectiveness in class and work values led the researcher to conduct this study. Specifically, this study aims to determine:1. The level of work values of science teachers2. The level of teaching effectiveness of science teachers;3. The significant difference in the teaching effectiveness of science teachers according to the level of their work valuesMETHODOLOGY:The study involves thirty-five science teachers, 24 administrators and 375 first-year students who are taking up science subjects in Capiz State University for the SY 2014-2015. …