Abstract
The way a teacher presents information and interacts with his students is greatly affected by his predominant teaching style. This study determined the teaching styles of In-Service Master of Arts in Education students of SLSU-TO. The teaching style preferences of 57 teachers were assessed by using the descriptive survey method. Results showed that they highly prefer on being expert, formal authority, personal model and delegator styles rather than being a facilitator. In teaching, they preferred rote learning than analysis. They wanted their students to work individually and process the information through symbols and language than learn through manipulative and hands-on activities cooperatively.
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