Chapter I

INTRODUCTION

Background of the Study

Teaching is the highest form of understanding. It may be easy to get into the

profession of teaching, but being a good teacher is not easy. Normally, it takes a long

time to acquire the characteristics of a good teacher. Almost anyone can become a

teacher, but it takes a special person to be a great teacher. According to Orlando (2013)

teaching is hard work and some teachers never grow to be anything better than mediocre.

They do the bare minimum required and very little more. The great teachers, however,

work tirelessly to create a challenging, nurturing environment for their students. Great

teaching seems to have less to do with the teachers' knowledge and skills than with their

attitude toward their students, their subject, and their work. To inspire not just a great

student, but a great person, a teacher must rise above the crowd and make a lasting

impression. Anyone can teach, but not all can touch the heart of their students. Teacher’s

attitude can one of the few factors that could make a student to be inspired.

Attitude can influence a person’s performance positively or negatively. For instance,

negative attitude towards one’s job will result in negative performance. Similarly, attitude

could also affect how well a teacher plans and prepares for his/her lessons. The attitude of

teacher, consciously or unconsciously, greatly affects students’ academic performance. It

has been established that teachers’ attitudes highly influence students’ interest in

learning.

1
 Moreover, personality traits of the teachers are more powerful and influential than

the course content or instructional strategies used in the classroom. A good classroom

strategy requires full interest and support from teachers and learners. If a teacher appears

not interested or careful about a particular subject or student, he/she will be unable to

foster a supportive learning environment. In addition to that, teachers with negative

attitudes may not be as approachable to students as teachers who are positively

motivated. So, students find it difficult asking such a teacher questions on the grey areas

of the subject he/she teaches.

According to Kongkiat (2003), the first impression of the students to their

teachers may be their personal attitudes. And there are four personal attitudes which can

affect learners in the classroom. These are: patience, kindness, fairness, and enthusiasm.

Malm (2009) agrees that there is a need to heighten the awareness of what it means to be

a teacher, with the personal "being" and the professional "becoming" as essential and

interrelated dimensions of career development. By understanding the relationship

between personal attitude of teacher and student's motivational level in terms of

commitment, passion, involvement, contentment, goals, and excellence, would help to

identify which attitudes that influence it, so that they may use or select the best teaching

method that suits their personality to make their teaching become more effective for the

students.

Mendez (2014) said that one advantage teachers have is their extensive knowledge of

the subject matter they teach. Some, however, lack the capability of appreciating the fact

that each student may display different levels of aptitude for different subjects. A good

teacher will possess this understanding, and be willing to take the time to reach those

2
students who don’t display strong aptitudes in certain subjects. Such a level of concern

for the students is an attitude only achieved if a teacher is patient. A patient teacher will

also have the willingness to adapt to different classroom situations.

Additionally, Alrubail (2015) stated that a great teacher also shows kindness not only

to students but also to his/her colleagues and to those around him/her. Teacher’s kindness

truly changes the environment in the classroom and school. Being a kind teacher helps

students feel welcomed, cared for, loved, and motivated.

Another attitude a teacher must possess is being fair. When one usually hears the

word “fair” it is often looked at as synonymous to the term “equal” but the two are

different, especially inside the classroom. Promoting fairness not only gives the teacher

respect but also gives the students a sense of safeness and trust within the classroom.

Creating an environment that revolves around fairness, trust and respect will be beneficial

to all the students in the class (Coag, 2015).

Moreover, another significant attitude a teacher must possess is being enthusiastic.

Teacher’s enthusiasm is generally recognized as one of the most essential and desirable

qualities and characteristics of an effective teacher. An enthusiastic teacher often spices

the class with excitement, enjoyment, and anticipation; engages students to participate;

and stimulates them to explore. Thus, teacher’s enthusiasm sparks the curiosity of

students and jumpstarts their motivation to learn (Zhang, 2014).

To conclude, it is always believed that one of the most difficult aspects of becoming

a teacher is learning how to motivate your students. Students who are not motivated will

not learn effectively. They won’t retain information; they won’t participate and some of

3
them may even become disruptive. A student may be unmotivated for a variety of

reasons. They may feel that they have no interest in the subject, find the teacher’s

methods un-engaging or be distracted by external forces. It may even come to light that a

student who appeared unmotivated actually has difficult learning and is need of special

attention.

As per experienced by the researchers during her high school days, teachers who has

those attitudes are mostly the teachers who can inspire and encourage students. A teacher

who gives appropriate sand friendly advises immensely influence student’s orientation in

life. They can catch the mood of the students in which they can effortlessly control their

unwanted behaviors. They can also easily touch the heart of the students wherein they are

being remembered for their entire life. On the other hand, teacher who do not have proper

consideration on student's feeling and emotions are remembered by their students too,

unfortunately, not in good rapports. It was engraved in the mind of the students on how

these teachers treated them the way they do not want to be treated.

Therefore, they realized that the feelings and opinions of the students towards

their teachers may have a significant effect on their learning. Due to the abovementioned

reasons, they arose on the strong determination to deeply analyze the impact of teacher's

attitudes towards the motivational level of Grade 8 students in EMA EMITS College

Philippines during the S.Y. 2019-2020.

4
Statement of the Problem

This study aimed to determine the relationship between teacher’s attitude and the

motivatinal level of Grade 8 students of EMA EMITS College Philippines.

Specifically, it sought answers to the following questions:

1. What is the perception of the Grade 8 respondents on the extent of teacher’s attitude in

terms of:

1.1 Patience;
1.2 Kindness;
1.3 Fairness; and
1.4 Enthusiasm?

2. What is the perception of Grade 8 students on the level of motivation in terms of:

2.1 Commitment;
2.2 Passion;
2.3 Involvement;
2.4 Contentment;
2.5 Goals;
2.6 Excellence; and
2.7 Team work?

5
3. Is there a significant relationship between the teacher’s attitude and the motivational

level of Grade 8 students of EMA EMITS College Philippines for the S.Y. 2019-2020?

Statement of Hypothesis

There is no significant relationship between the teacher's attitude and the

motivational level of Grade 8 students of EMA EMITS College Philippines for the S.Y.

2019-2020.

Significance of the Study

The researchers aimed to determine the relationship of the teacher’s attitude and the

motivational level of students and let the concerned persons be more aware about it. This

study could be of great help to the following:

School Administrators. They may gain additional information on how the teacher’s

attitude affects the student’s motivational level. This may serve as their basis for

implementation and development of programs that would maintain student’s interest and

motivation.

Teachers. The findings of the study may help the teacher’s to be more aware of how

their attitudes impact the motivational level of the students. Through this, the teachers

6
may determine if the attitudes they manifested inside the classroom affects the student’s

motivation to learn or if they need to maintain or improve their personality.

Parents. This study may help them know their decisive role in the motivational

development of their children and shape their children’s early achievement academically.

Students. They may gain knowledge on what their teachers do to maintain and

improve their interest and motivation. This may enable them to show more appreciation

to them by improving their academic behavior.

Future researchers. This study may serve as a basis for the future researchers who

will conduct a study related to the effect of teacher’s attitude to students’ motivational

level.

Scope and Delimitation of the Study

This study was intended only to determine the relationship between the teacher’s

attitude and motivational level of the Grade 8 students in EMA EMITS College

Philippines during the S.Y. 2019-2020.

Teacher’s attitude covers a wide range of functions towards student’s learning and is

a topic that will be dealt with in more depth elsewhere. However, this study focused only

on teacher’s attitude in terms of patience, kindness, fairness, and enthusiasm can help

On the other hand, the motivational level of students focused on commitment,

passion, involvement, contentment, goals, excellence, and teamwork.

7
 The respondents of the study were the 139 randomly selected Grade 8 students out of

that were officially enrolled in the said institution.

Definition of Terms

For better understanding of this research, the following terms used in this study were

hereby defined conceptually and operationally.

Commitment. It is defined as closely connected to teacher’s work performance and

their ability to innovate and to integrate new ideas into their own practice, absenteeism,

stop turn-over, as well as having an important influence on student’s achievement and

attitudes towards school (Firestone, e.t. al, 2006). As used in this study, it refers to the

teacher’s ability to take enough time to talk with his/her students and perform teaching

and learning activities with consistency and selflessness.

Contentment. According to Jamelske (2009), these are the students who are satisfied

with the services provided by institutions and who are more likely to be committed in

their studies. As used in this study, it refers to a state of happiness and satisfaction of

students. This also pertains to the student’s satisfaction in their study experience.

8
 Enthusiasm. As stated in UCLA (2000), showing teacher's enthusiasm can be

important in motivating students- if they see them as caring and putting forth effort, then

perhaps they will do so, too. As used in this study, it is defined as a lively interest for

someone or something.

Fairness. In school, fairness is giving grades and also having an equal treatment and

giving punishment to those who are involved (Cruz et. al, 2016). As used to the present

study, it is defined as just and reasonable treatment in accordance with accepted rules or

principles.

Goals. It refers to the object of a person’s ambition or effort; an aim or desired result

(Garside, 2006). As used to this study, this pertains to the student’s patience, desire in

learning to be successful, and motivational force in as acquiring skills and knowledge,

finishing work and making good grades.

Involvement. It refers to the fact or condition of being involved with or participating

in something (Vallerand, 2007). As used in this study, this pertains to a student’s

engagement to try hard to learn what school offers, and participation in the learning

process promoting higher level of thinking.

Kindness. It refers the quality of being friendly, generous, and considerate

(Fassinger, 2005). As used in this study, this pertains to a teacher’s empathy and

consideration towards student’s needs, strengths, and weaknesses.

Passion. It refers to an extreme interest or enthusiasm for something. Passion is

strongly inclined to successful self-defining activities which are essential to one’s

achievement (Gagne, 2003). As used in this study, this pertains to the student’s

9
willingness to works countless hours gladly, and study against all odds and obstacle to

achieve his/her overall objectives.

Patience. It refers to the capacity to accept or tolerate delay, trouble or suffering

without getting angry or upset (Leonard, 2003). As used in this study, patience pertains to

a teacher’s attitude of not giving up on his/her students and would try new ways to help

them succeed in school.

Teamwork. It refers to the combined action of a group of people, especially when

effective and efficient (Groccia & Miller, 2006). As used in this study, it pertains to the

groupworks that motivates peer instruction that enables students to look at the certain

problem from multiple perspectives, and helps them to become more creative.

Theoretical Framework

This study was anchored in different theories that could be used to explain the extent

of teacher’s attitude in students’ motivational level.

Social Learning Theory by Albert Bandura posits that learning theory which has

come out on the ideas that people learn by watching what others people do and that

human thought processes are central to understanding personality. The theory has often

been called a bridge between behaviorist and cognitive learning theories because it

encompasses attention, memory, and motivation. People learn through observing others’

behavior, attitudes, and outcomes of those behaviors. For instance, once you have paid

attention to the model and retained the information, it is time to actually perform the

behavior leads to improvement and skill advancement (Green & Peil, 2009).

10
 This has a great relevance on the present study because it discussed that an individual

can learn knowledge and skills by observing others. What they see on their learning

environment may also contribute with regards with their performance and on the way

they learn. This only shows that students must think wisely when they are trying to learn

from someone because this could affect their personal character, academic interest, and

their motivational level towards learning either positively or negatively.

Socio-cultural Theory by Vygotsky (1934) views human development as a socially

mediated process in which children acquire their cultural values, beliefs, and problem-

solving strategies through collaborative dialogues with more knowledgeable members of

society. It also emphasizes that the teacher’s attitude influences student’s ways of

learning, on how they behave and in their beliefs towards teaching profession, as they

have observed on how their teachers affect their performance in the classroom.

This theory gave an insight that teacher’s attitude is the key for the student’s personal

development and achievements. As the teachers manifested good attitude it can possibly

heighten the learner’s intrinsic motivation that will serve as a leading force in

strengthening the student’s interest towards learning. And with their intrinsic motivation

heightened and academic interest strengthened; students are driven to be more engaged in

activities and lead them to meaningful and life-long learning (Hill, 2014).

Another theory was the Connectionism Theory. This was the famous S-R Bond

Theory of Edward Lee Thorndike. This S-R Bond Theory states that learning is an

outcome of the relationship or bonds between the stimulus and the response. This

relationship may be strengthened or weakened depending on the nature of the stimulus

and response themselves.

11
 This theory shed light to understand the present study as it shows that the teacher as

the stimulus must be aware on the proper attributes of an efficient teacher. Aside from

that, understanding what will be its effect on the students as the response, would result a

better and meaningful learning (Cherry, 2002).

Conceptual Model

To establish better understanding of the study, the conceptual framework is hereby

built.

IV DV
Extent of Teacher’s Level of Student’s
Attitude Motivation

2.2. Passion
1.1. Patience 2.1. Commitment

1.2. Kindness
2.3. Involvement 2.2. Passion
1.3. Fairness
2.3. Involvement
2.4. Contentment
1.4. Enthusiasm
2.4. Contentment
2.5. Goals
2.5. Goals

2.6. Excellence

2.7 Teamwork

Figure 1 Hypothesized Relationship between Variables

12
 Figure 1. shows the hypothesized relationship between the independent and

dependent variables of the studies. It is shown that the independent variable is the extent

of teacher’s attitude in terms of patience, kindness, compassionate and commitment. On

the other hand, the dependent variable is the level of student’s motivation in terms of

commitment, passion, involvement, contentment, goals, excellence and team work.

The one-headed arrow signifies the hypothesized relationship between these two

variables.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies from both local and foreign to

further explain and point out essential ideas in the study being conducted.

Related Literature

Foreign

Almost anyone can become a teacher, but it takes a special person to be a great

teacher. To inspire not just a great student, but a great person, a teacher must rise above

the crowd and make a lasting impression. Anyone can teach, but not all can touch the

heart of their students. Personal attributes can one of the few factors that could make a

student to be inspired.

According to Orlando (2013) teaching is hard work and some teachers never grow to

be anything better than mediocre. They do the bare minimum required and very little

13
more. The great teachers, however, work tirelessly to create a challenging, nurturing

environment for their students. Great teaching seems to have less to do with the teacher’s

knowledge and skills than with their attitude toward their students, their subject, and their

work.

Besides from being master of the subject matter and classroom management,

teachers are also expected to become exemplar of values and attitudes which is rooted in

their own personal attributes. Teacher's personal attributes really matters. In fact, it is the

most important school-related factor influencing student performance. Rivkin (2008)

identify teacher quality as the most important school-related factor influencing student

achievement. Common theme emerged in the essays and class discussions of what makes

a good teacher, students emphasized the personal traits of memorable teachers rather than

academic qualifications. Students seldom mentioned where teachers attended school,

what degrees they held, or whether they had been named a "Teacher of the Year."

Instead, students focused on these teachers' nurturing and caring qualities.

One of the personal attributes that teachers must possess is commitment in teaching.

A great teacher must be commitment to their students with an unwavering responsibility

to their education and well-being. As stated in UCLA (2000), showing teacher's

commitment can be important in motivating students- if they see them as caring and

putting forth effort, then perhaps they will do so, too. It's easy to be enthusiastic about

teaching when things are going well but teaching isn't always easy. Like with any job,

teachers occasionally have their bad days, but a committed teacher realizes the rewards of

teaching are far more important. Teacher's commitment has been identified as one of the

most critical factors for the future success of education and schools according to

14
Huberman (2001). In the face of frustration, a committed teacher continues trying to

reach each of their students, and they exercise the patience needed to ensure that a

disinterested student still learns. This requires being flexible and adapting to each student.

A committed teacher never gives up no matter how hard to make students learn.

Commitment is closely connected to teachers work performance and their ability to

innovate and to integrate new ideas into their own practice, absenteeism, staff turnover,

as well as having an important influence on student’s achievement in, and attitudes

toward school (Firestone et.al, 2006).

Furthermore, teacher's kindness is also critical in teaching. A teacher must be

sensitive to their students' needs. Successful teacher tends to be rather encouraging and

supportive in their students. They use words or phrases to support the students when they

face the obstacles. For instance, "You can do it." Such praise helps students feel

comfortable and motivated everytime he/she doubted his/her own capabilities. The best

teachers care about their students and are passionate about the material. If a teacher is

bored with the material, then the students will also be bored and less likely to learn.

Passion and enthusiasm draw students in to learning. It excites their minds, creates

curiosity and inspires them to raise their energy levels in class.

Above and beyond, fostering fairness and impartiality among the students would

help in maintaining a harmonious relationship inside the classroom. Students are keenly

aware of fairness in the classroom and, importantly, that fairness is a perception fostered

through communication. Students have an innate sense of what is just and what is not.

Favoritism and unfair treatment can scar students for a lifetime. The best teachers do

everything they can to ensure their classroom is fair and just. Students can only grow and

15
learn in an environment they feel is safe and honest. If a student feels that teacher has

been unfair, that is in grading, or in positive or negative reinforcement, he or she will

experience an emotional response, that is, feelings of isolation, anger, and hostility and

will likely be resistant to his/her requests in the future (Manahan, 2015).

The teacher must know that not all students are intelligent, not all are talented and

not all are given extraordinary abilities but they all deserve to be praised no matter what.

As pointed out by Whitley, et.al. (2000) students expect an instructor to treat everyone in

the class fairly. Few professors intentionally favor certain students over others, but it is

probably impossible not to like some students more than others. Differences in liking

may foster differences in interactions, such as allowing certain students to dominate

discussions. Even subtle differences in how students are treated may lead to perceptions

of partiality where none exists. Therefore, instructors should carefully monitor their

behaviors to avoid giving the impression of partiality.

On the other hand, many variables affect student achievement. They include family

life, community, diet, involvement in extracurricular activities, and the school

environment. Teachers, however, have a direct responsibility to shape a student's

classroom performance, and are the most important school-based factor in their education

(Rockoff, 2004).

Teaching students is not like walking on the bed of roses. Imparting knowledge is not

as easy as just standing and talking in front of the students. It also requires personal

attributes to inspire and touch their heart.

16
Local

Teachers carry a huge responsibility in their classroom. They are placed in a position

that will shape and mold the future generations and contribute to their student’s

successes. Being a teacher isn't just about spoon-feeding facts and data into student's

brain but about the attitude toward the students and dedication to the job. Teachers

nowadays are described as idealistic in the sense that they looked up with high esteem,

are considered helpful, honest, and approachable.

According to Sevilla (2010) teachers plays a vital role in any teaching-learning

situation. To become an effective teacher, they must be committed on their teaching.

Aquino (2000) also stressed that teachers should not be concerned only with behavior but

with their technical skills of teaching which also include establishing appropriate frame

of reference, achieving question to elicit thought processes, recognizing and attending

behavior, and setting a model. 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

(Bwika et.al, 2014).

In addition, students more admire teachers who are fair in different aspects specially

in giving of grades and praises. In school, fairness is giving grades and also having an

equal treatment and giving punishment to those who are involved (Cruz et. al, 2016).

Fairness and equity are identified as the prerequisite of effective teaching in the eyes of

students. When students see their teachers showing fair decisions and actions, they would

exert more efforts and be determined enough to strive for excellence. He also pointed out

17
that teachers must be unbiased and objective in judging the work and performance of

their students. Also, fairness inculcates self-confidence and trust among students. A good

teachers can make their students learn but the great teachers can inspire and mold

productive and dynamic learners. Understanding and manifesting those qualities of

teachers would possibly bring them to the position of a great teacher.

Related Studies

Foreign

Several studies have been conducted which are related to the present study. Some of

these are the following:

Sabitu and Nuradeen (2010) in their study "Teachers Attributes as Correlates of

Students Academic Performance and the Level of Student’s Motivation in Geography in

the Secondary Schools in Ondo State, Nigeria" stated that the poor quality of teachers in

secondary schools have a negative influence on the student’s academic performance in

both internal and external examinations. In addition, Açıkgöz (2005) on his study entitled

"Teachers' Characteristics and Their Effects on Students Attitudes" stemmed from a need

that although there were clearly subject factors involved, we should bear in mind that

school factors, and teaching methods factors and largely teacher's personal factor had an

important influence on pupils' attitude toward learning.

18
 The abovementioned studies supported the notion of the present study as it also

focused on the teacher's quality as the very important factor in teaching and learning

process especially in the attitudes and performance of students. Likewise, the respondents

of this study are also secondary students similar with the present study.

Additionally, Mkumbo (2012) on his study entitled "Teachers' Attitude to, and

Experiences of, the Teaching Profession in Tanzania" have revealed that teacher’s

attitude and commitment to the teaching profession is devastatingly low, with only a

handful of teachers reporting that they wanted to join the teaching profession in the first

place. The poor teacher’s commitment to the teaching profession is attributable to poor

working conditions in schools. The consequences of low teachers' commitment are far

reaching and are clearly reflected in poor students' academic performance in national

examinations.

This study has a relation to the present study as it also explains how attitude and

commitment of a teacher in their profession may affect the student's academic

performance. Patience, fairness, and enthusiasm shown by teachers during the teaching

process was given emphasis in this study. Similarly, the present study also stresses

commitment as one of the factors that affects student's motivation towards learning.

Another study was conducted by Ricario (2017) entitled "Classroom management

styles and Personality of Elementary Teachers in Selected Schools of Oas North and

South District of Albay Division and their relation to Pupils’ Performance during the year

2016-2017". It was found out that classroom setting and teacher’s personality were

significantly related to the level of pupils’ performance in the upper intermediate grade

along the core subjects such as English, Mathematics, Science and Health and

19
MAKABAYAN. The study recommended intensifying seminar and training of teachers

in the upper intermediate grade which focused on classroom setting, classroom routine

and appropriate teaching personality.

Similar to the ideas of the present study, this implies that because of the lack in

educational training, teachers with varying levels of teaching experiences and personality,

lack of connection between classroom management and behavior taught in school

compare in real-life situations are also evident (Axup, 2008).

Local

At the local setting, there were several studies conducted with regards to teacher’s

attitude ans student’s motivational level.

Ignacio and Martin (2012) in their study about the “Big Five Personality Traits and

Compulsive Buying Behavior” identified a positive relationship between the big five

personality trait of neuroticism and the compulsive buying behavior of a person. Among

the Big Five personality traits, compulsivity in buying were significantly correlated with

neuroticism, which means that individuals who experience emotional instability, constant

mood swings, depressions, sadness/upset, and anger are more likely to display

compulsive.

Although this study tackles mainly on the compulsive buyers, it still displays

similarity on the present study as it also focuses on the personality traits of an individual.

20
It was shown on this study that personality is a crucial factor in the lives of a person.

Actions shown by compulsive buyers are the results of their personalities towards the

other people around them. Just like in the present study, personality of teachers

manifested during the teaching process may bring negative impacts on the part of the

students if not properly established.

Delima (2015) on her thesis entitled Professional “Identity, Professional

Commitment and Teachers Performance” stated that if the level of professional

commitment of teachers is high, this means that the professional identity of teachers was

oftentimes observed. It was supported by Tabuso (2009) who said that professional

commitment is essential according and believed that teachers who are committed are

those who dedicate themselves absolutely to the teaching profession and to the

educational organization.

As emphasized in this study, teacher's professional commitment reflects if the

professional identity is oftentimes observed. Commitment, as one of the indicators of this

study is necessary not only on the student’s classroom performance but in teacher's

performance as well. Thus, the abovementioned study has a close relation to the present

study.

Laru-an and Aurora (2014) in their study on “Qualities of the Instructor preferred by

the Students: A Follow up Study” stated that the most prevailing quality of instructors

preferred by the students when classified as to a coarse and year level was students-

instructor relationship with their students. This shows that they want more emphasis on

teaching and learning process. While the least preferred quality was personality traits.

21
This simply shows that instructor do not established rapport with the students like

friendly and sympathetic, approachable, always smiling and others.

This study is parallel to the present study as it also aims to know the attitudes of an

instructor preferred by the students. It focuses on the qualities that makes teacher to have

a good rapport and retain the pleasant bond between his/her students. Although, it was

stated in this study that attitudes of teacher have the least relationship on the students, but

still, even little, there is a significant relationship between them.

Synthesis of Related Literature and Studies

Teachers nowadays are described as idealistic in the sense that they looked up with

high esteem, are considered helpful, honest, and approachable. Sevilla (2010) and

Rockoff (2004) both believed that teachers have a direct responsibility to heighten a

student's level of motivation towards learning and plays a vital role in any teaching-

learning situation. Therefore, personal attributes that manifest by teacher have a great

impact on student’s performance.

Similar to the statements of Rivkin (2008) and Orlando (2013) the present study

emphasized that teacher quality is the most important school-related factor that influences

22
student achievement. Attitudes of teachers manifested during the teaching process may

bring negative impacts on the part of the students if not properly established. Concerning

personal attributes of teachers, commitment has been identified as one of the most critical

factors for the future success of education and schools as stressed by Huberman (2001),

Bwika (2014), and Aquino (2000) in their studies.

Moreover, fairness and equity are the prerequisite of effective teaching in the eyes of

students. When students see their teachers showing fair decisions and actions, they would

exert more efforts and be determined enough to strive for excellence as identified by Cruz

(2016) and Whitlety (2000).

The reviewed literature and studies shared a significant similarities with the present

study as Wang et.al, (2003) and Cruickshank (2003) also believed that best teachers care

about their students and are passionate about the material. If a teacher is bored with the

material, then the students will also be bored and less likely to learn. Passion and

enthusiasm draw students in to learning. It excites their minds, creates curiosity and

inspires them to raise their energy levels in class. A good teacher can make their students

learn but the great teachers can inspire and mold productive and dynamic learners.

Understanding and manifesting those personal attributes of teachers would possibly bring

them to the position of a great teacher.

23
 Chapter III

RESEARCH METHODOLOGY

This chapter includes the research design, respondents of the study, sampling

technique used, research instrument, scaling and qualification, reliability of the research

instrument, data gathering procedure and statistical treatment of data.

Research Design

The researchers used the descriptive survey of research. According to (Kowalczyk,

2015) a descriptive correlation is simply defined as a relationship between two variables.

24
The whole purpose of using correlation in research is to figure out which variables are

connected. Correlation research is looking for variables that seem to interact with each

other, so that when you can see one changing, you have an idea of how the other will

change. This method of gathering data is concerned primarily in determining the

relationship between the teacher’s attitude and motivational level of Grade 8 students in

EMA EMITS College Philippines for the S.Y. 2019-2020.

Respondent of the Study

The respondents of the study were the 139 randomly selected Grade 8 students from

the five sections of EMA EMITS College Philippines. The distribution of the respondents

is shown in Table A.

Table A. Distribution of Respondents

Section Population Sample Size
SC 37 24
A 43 28
B 43 28
C 47 31
D 44 28
Total 214 139

37
SC = x 139 = 24
214

43
A= x 139 = 28
214

43
B= x 139 = 28
214

25
 47
C= x 139 = 31
214

44
D= x 139 = 28
214

Sampling Technique Used

The method that the researchers use in choosing the respondents is the Stratified

Random Sampling (SRS). The researchers use this considering that the study is all about

the random selection of respondents in Grade 8 students in EMA EMITS College

Philippines to ensure that all members of the group interest have an equal chance of being

selected to participate in the study.

N
n=
1+ N e2

Where:

n= sample size

N= total population

e= margin of error

N
n=
1+ N e2

214
= 1+ 214 ¿ ¿

26
 214
= 1+ 214(.0025)

214
= 1+ 0.54

214
= 1.54

=139

Research Instrument

The study used a self-made questionnaire which will be composed of two parts.

Part one is about the extent of teacher’s attitude in terms of patience, kindness, fairness,

enthusiasm comprising of 4 indicators. Part two deals with the motivational level of the

students in terms of commitment, passion, involvement, contentment, goals, excellence,

and teamwork. Questions for motivational level were adopted from the motivation level

acquired in work area but then modified to fit the context.

Through the use of this instrument, the teacher’s attitudes and the motivational level

of the students could be determined.

Scaling and Quantification

The extent of teacher’s attitude and the level of student’s motivation was

measured using a 5- point scale presented as follows:

27
Table B. Numerical Value, Statistical Limit, and Verbal Interpretation
Numerical Value Statistical Limit Description Verbal
Interpretation
5 4.50 – 5.00 Always Excellent
4 3.50 – 4.49 Often Very Good
3 2.50 – 3. 49 Sometimes Good
2 1.50 – 2. 49 Seldom Fair
1 1.00 – 1.49 Never Poor

Reliability of the Research Instrument

The reliability of the questionnaire was tested trough the test-retest method. The

questionnaire will be administered to the 10 students from section A, not included in the

respondents of the study. Five (5) days after the administrations of the questionnaire, it

was re-administered to the same respondents. After the test-retest, the result was analyzed

using the Pearson’s Product Moment Correlation Coefficient to determine the reliability

coefficient.

Table C. Reliability Result of the Instrument

Teacher’s Attitude Computed rxy Description Interpretation
value
Patience 0.90 High Reliability Reliable
Kindness 0.85 High Reliability Reliable
Fairness 0.83 High Reliability Reliable
Enthusiasm 0.89 High Reliability Reliable
Motivational Level Computed rxy Description Interpretation
value
Commitment 0.91 Very High Reliability Reliable
Passion 0.88 High Reliability Reliable
Involvement 0.85 High Reliability Reliable
Contentment 0.81 High Reliability Reliable
Goals 0.90 High Reliability Reliable
Excellence 0.86 High Reliability Reliable
Teamwork 0.86 High Reliability Reliable

28
Data Gathering Procedure

With the approval of thesis adviser, a letter of request to conduct the survey was sent

to the school principal of EMA EMITS College Philippines. In the said letter, the

schedule of administration of the instrument is indicated.

The researcher had personally conducted the survey to readily answer or address any

clarificatory questions that the respondents may ask and to avoid problems in the in the

retrieval of the questionnaires.

The respondents had been oriented on the features and objects of the questionnaires

before they start accomplishing the same. They will be assured that they will not be

identified because they will not indicate their names on the questionnaires and will be

held strictly confidential.

Statistical Treatment of Data

The data gathered in this research was subjected to statistical analysis. Both

descriptive and inferential will be used. The descriptive statistical tools include:

Weighted Arithmetic Mean. This was used to provide the average weighted opinion of

∑ fx
the respondents in the extent of teacher’s attitude. x=
∑f

Where:

x = weighted arithmetic mean

29
∑fx = sum of all products of f and x; where f is the frequency of each weight and x is the

weight.

∑f = sum of all the subjects/respondents

Pearson Product – Moment Correlation Coefficient was used to determine the

relationship between the teacher’s attitude and motivational level of students.

n ∑ xy−( ∑ x)(∑ y )
r xy = 2
√ [n ∑ x 2− ( ∑ x ) ][n ∑ y 2−(∑ y )2 ]

Where:

r xy = Pearson Product Moment Correlation Coefficient

n = Number of cases

∑xy = sum of all the product of x and y, where x is the value of one variable and y is the

value of another variable.

∑x = sum of x

∑y = sum of y

∑ x 2 = sum of the square of x

∑ y 2 = sum of the square of y

The following ranges serve as a guide for interpreting the rxy- values:

rxy- values Interpretation

+/- 1.00 Perfect correlation

30
+/- 0.81 to +/- 0.99 Very high correlation

+/- 0.61 to +/- 0.80 High correlation

+/- 0.41 to +/- 0.60 Moderate correlation

+/- 0.21 to +/- 0.40 Low or slight correlation

+/-0.01 to +/- 0.20 Negligible correlation

0.0+0 No Correlation

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter presents the data gathered by the researchers and their analysis and

interpretation.

1. Extent of Teacher’s Attitude in EMA EMITS College Philippines

1.1 Patience
Table 1.1 Mean Perceptions of the Grade 8 Students on the Extent of their
Teacher’s Attitude in terms of Patience
Patience Mean Interpretation
The teacher…
1. takes time to learn and understand our varying 4.60 Excellent
needs and interest in the classroom.
2. deals disrespect and misbehavior as it arises 4.53 Excellent
with outmost integrity and calmness.
3. shows willingness to adapt to our different 4.54 Excellent
behaviors and abilities.
4. allows a reasonable wait time for us to answer 4.35 Very Good
his/her question.

31
 5. teaches us over and over again until we 4.41 Very Good
understand the topic.
6. never give up on us and try out new ways to 4.40 Very Good
help us accomplish classroom task.
7. remains calm and compose when conflicting 4.33 Very Good
ideas arise during the discussion.
8. patiently teach new concepts to struggling 4.30 Very Good
students in the class.
Overall Mean 4.43 Very Good

Table 1.1 presents the mean perception of the student-respondents on the extent of

the teacher’s attitude in terms of patience. As can be seen from the table, the responses of

the respondents in all indicators are described as excellent and very good as reflected in

the obtained mean scores ranging from 4.30-4.60.

As shown in the table, the indicator “the teacher takes time to and understand our

varying needs and interests in the classroom” got a highest mean score of 4.60 described

as excellent. This means that the teachers really give their best to ensure that he/she

considers every student's difference in needs and interests towards learning. However,

the indicator which states that “the teacher patiently teaches new concepts to struggling

students in the class” obtained the lowest mean score of 3.87 described as very good.

Although it ranked the lowest, it still implies that teachers make it sure that students, who

are struggling learning the new lessons, are updated every time there are corrections and

clarifications about the subject matter taught (Mendez, 2005).

The overall mean of 4.43 also described as very good, implies that teachers show

patience in teaching students. This kind of personal trait of a teacher is important to

motivate students to lift themselves on top, gain more learnings and experiences, and aim

higher for the improvement of their grades and performance. Patience with students who

are trying to learn, however, is part and parcel of the teaching profession. The researchers

32
believed that a patient teacher will also have the willingness to adapt to different

classroom situations (Mendez, 2014).

1.2 Kindness

Table 1.2 Mean Perceptions of the Grade 8 Students on the Extent of their
Teacher’s Attitude in terms of Kindness
Kindness Mean Interpretation
The teacher…
1. shows genuine interest to identify our 4.50 Very Good
weakness and strength.
2. gives genuine praise for the efforts we put in 4.40 Very Good
accomplishing a task.
3. attends extra-curricular activities that we are 4.41 Very Good
involved to show his/her support to us.
4. forgives us when we commit mistakes and 4.30 Very Good
encourage us to be better each day.
5. cares about our progress and continues to 4.17 Very Good
make choices that are best for our learning
experience.
6. makes us feel that we are valued in the 4.41 Very Good
classroom and are safe to take chances and make
mistakes.
7. smiles to make us feel at ease and welcome in 4.23 Very Good
class.
8. uses expressive, sincere voice to encourage us 4.33 Very Good
to talk to him/her when we have any concerns or
problems.
Overall Mean 4.34 Very Good

33
 Table 1.2 presents the mean perception of the student-respondents on the extent of

the teacher’s attitude in terms of kindness. As can be seen from the table, the responses of

the respondents in all indicators are consistently described as very good as reflected in the

obtained mean scores ranging from 4.17-4.50.

Looking at the table, the indicator “the teacher shows genuine interest to identify our

weakness and strength” got a highest mean score of 4.50 described as very good. This

means that the teachers bear in mind that every student has its own ability to do

something while others doesn’t show interest on it. On the other hand, the indicator

which states that “the teacher cares about our progress and continues to make choices that

are best for our learning experience” obtained the lowest mean score of 4.17 described as

very good. Although it ranked the lowest, it still implies that student-respondents believed

that their teachers monitor student’s learning progress and give time to talk with them on

whatever is best for student’s improvement.

The overall mean of 4.34 also described as very good, implies that teachers are kind

which they consider that’s more than credentials and intelligence. This attitude makes the

researchers realize that “kindness makes the world go around”. Teacher’s kindness truly

changes the environment in the classroom and school. Being a kind teacher helps students

feel welcomed, cared for, loved, and motivated (Alrubail, 2015).

34
 1.3 Fairness

Table 1.3 Mean Perceptions of the Grade 8 Students on the Extent of their
Teacher’s Attitude in terms of Fairness
Fairness Mean Interpretation
The teacher…
1. manifests non- discriminating attitudes 4.52 Very Good
regardless of our cultural and personal
backgrounds.
2. uses rubrics to help ensure fair grading on 4.42 Very Good
projects and other output.
3. gives us the same opportunity to reach a 4.41 Very Good
specific objective while specific considerations
are in place.
4. allows us to learn at our pace and does not 4.30 Very Good
expect us to be good as the others.
5. does not show any preferential considerations 4.25 Very Good
to students because of his/her status in life.
6. prepares activities or task that are not gender 4.42 Very Good
biased.
7. calls us during recitation based upon drawing 4.23 Very Good
our names instead of calling those students who
is raising their hands.
8. uses differentiated activities to address our 4.35 Very Good
multiple intelligence and various learning style.

35
 Overall Mean 4.36 Very Good

Table 1.3 presents the mean perception of the student-respondents on the extent of

the teacher’s attitude in terms of fairness. As can be seen from the table, the responses of

the respondents in all indicators are consistently described as very good as reflected in the

obtained mean scores ranging from 4.23-4.52.

Looking at the table, the indicator “the teacher manifests non- discriminating

attitudes regardless of our cultural and personal backgrounds.” got a highest mean score

of 4.52 described as very good. This means that the teachers regardless of our cultural &

personal background respects students and involves them in activities where there is no

existing discrimination as sign of being fair inside and outside the classroom. On the

other hand, the indicator which states that “the teacher calls us during recitation based

upon drawing our names instead of calling those students who is raising their hands.”

obtained the lowest mean score of 4.23 described as very good. Although it ranked the

lowest, it still implies that teachers give students the chance to express their ideas and

thoughts whether they raise their hands or not.

The overall mean of 4,36 also described as very good, implies that teachers show

fairness inside the classroom. Promoting fairness not only gives the teacher respect but

also gives the students a sense of safeness and trust within the classroom. And creating an

environment that revolves around fairness, trust and respect will be beneficial to all the

students in the class (Coag, 2015).

36
1.4 Enthusiasm

Table 1.4 Mean Perceptions of the Grade 8 Students on the Extent of their
Teacher’s Attitude in terms of Enthusiasm
Enthusiasm Mean Interpretation
The teacher…
1. vary his/her speaking voice by changing the 4.30 Excellent
pitch, tone and volume.
2. eyes mirror the excitement in his/her teaching 4.22 Very Good
by using vibrant facial expressions. (e,g. smile)
3. uses gestures and motions as he/she teaches 4.20 Very Good
the lesson.
4. shares jokes or funny experiences relevant to 3.08 Very Good
the topic.
5. prepares fun and exciting activities for every 4.20 Very Good
lesson.
6. is quick to accept, praise, encourage and have 4.32 Very Good
many variations to his/her response.
7. sparks our curiosity and starts our motivation 4.33 Very Good
to learn through asking thought provoking
questions.
8. shows dynamism whenever he/she gives 4.35 Excellent
activity.
Overall Mean 4.24 Very Good

37
 Table 1.4 presents the mean perception of the student-respondents on the extent of

the teacher’s attitude in terms of enthusiasm. As can be seen from the table, the responses

of the respondents in all indicators are described as excellent and very good as reflected

in the obtained mean scores ranging from 3.08-4.35.

Looking at the table, the indicator “the teacher shows dynamism whenever he/she

gives activity” got a highest mean score of 4.35 described as excellent. This means that

the activities or lessons set by the teachers are done with vigor which is really important

in motivating students to learn. On the other hand, the indicator which states that “the

teacher shares jokes or funny experiences relevant to the topic” obtained the lowest mean

score of 3.08 described as very good. Although it ranked the lowest, it still implies that

student-respondents believed that their teachers show fun and alive characteristics that

changes classroom environment which makes students to learn at ease (Mendoza, 2012).

The overall mean of 4.24 described as very good, implies that teachers are

enthusiastic discussing lessons or delivering tasks. Teacher’s enthusiasm is generally

recognized as one of the most essential and desirable qualities and characteristics of an

effective teacher. An enthusiastic teacher often spices the class with excitement,

enjoyment, and anticipation; engages students to participate; and stimulates them to

explore. Thus, teacher’s enthusiasm sparks the curiosity of students and jumpstarts their

motivation to learn (Zhang, 2014).

1.5 Extent of Teacher’s Attitude

Table 1.5 Summary Table of the Mean Perception of Student-Respondents

regarding the Extent of Teacher’s Attitude
Teacher’s Attitude Mean Description

38
 Patience 4.43 Very Good
Kindness 4.34 Very Good
Fairness 4.36 Very Good
Enthusiasm 4.24 Very Good
Overall Mean 4.34 Very Good

Table 1.5 shows the mean perception of the student-respondents on the extent of

teacher’s attitude.

Looking at the table, as the respondents perceived, it can be seen that the teacher’s

attitude in terms of patience, kindness, fairness, and enthusiasm were manifested by the

teachers in a very good way.

The overall mean of 4.34 described as very good implies that the teacher’s

attitudes are highly considered as the factors that influence the growth, behavior, and

motivational level of students towards learning. Teacher’s attitude is very important

because it affects students in many ways and can shape their learning experience. Marsh

(2016) made a good point when she talked about how intuitive students can be. He added

that being a teacher is not for the faint of heart. It requires patience, preparedness,

flexibility, and enthusiasm.

39
2. Level of Motivation of Grade 8 Students in EMA EMITS College Philippines

2.1 Commitment

Commitment Mean Interpretation

1. I am effective in doing my task. 3.88 Often
2. I work more than most student do. 3.68 Often
3. I rest in more time on the assignment than 3.61 Often
I have to.
4. I avoid to miss a day in class. 3.82 Often
Overall Mean 3.75 Often
Table 2.1 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Commitment

Table 2.1 presents the mean perception of the student-respondents on the level of

their motivation in terms of commitment. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.61-3.88.

Looking at the table, the indicator “I am effective in doing my task” got a highest

mean score of 3.88 described as often. This means that the student-respondents reveal

that even though doing task is hard, they make sure that they do it an effective way as

possible. On the other hand, the indicator which states that “I rest in more time on the

assignment than I have to” obtained the lowest mean score of 3.61 described as often. It

implies that even though there is a specific minimum time requirement in doing

assignments, they make it sure that they give enough time in doing so.

The overall mean of 3.75 also described as often, implies that students believed that

commitment in learning should be an integral part of education programs. The

commitment to do task must be supported by the students themselves. Motivation

40
becomes a need for students that has to be fulfilled to increase their spirit in finishing the

task (McClelland, 2017).

2.2 Passion

Passion Mean Interpretation

1. I put extra effort in doing my assignment. 4.01 Often
2. I feel enthusiastic about doing 3.72 Often
group/individual activity.
3. I try hard to do a good job. 3.74 Often
4. I try my best to come up with the best way 3.83 Often
to accomplish a task.
Overall Mean 3.83 Often
Table 2.2 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Passion

Table 2.2 presents the mean perception of the student-respondents on the level of

their motivation in terms of passion. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.74-4.01.

As it is gleaned from the table, item one gained the highest mean score of 4.01 which

states that the students often put extra effort in doing their assignment. It means that the

respondents knew that when they give extra effort, they are not actually losing

something, instead they gain something. Relevant to this, Price (2016), emphasized the

importance of putting extra effort by saying that when the students tend to do so, they

will surely end up someone they can be proud of.

41
 The overall mean of 3.83 signifies that the Grade 8 students often manifest passion as

an indicator of their level of motivation. As many say, passion is the fire burning in the

heart of someone when they do something that makes them happy. When you don’t love

what you do, there’s a possibility that you will fail. The result tells that passion is the

driving factor why the students continue to grasp information despite of many challenges

on attaining knowledge (Medina, 2018).

2.3 Involvement

Involvement Mean Interpretation

1. I am interested in the activity. 4.10 Often
2. I concentrate very hard in doing the 3.86 Often
assigned task/work.
3. I lose track of time because I am busy 3.60 Often
doing the task.
4. I feel good about working with others. 3.67 Often
Overall Mean 3.81 Often
Table 2.3 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Involvement

Table 2.3 presents the mean perception of the student-respondents on the level of

their motivation in terms of involvement. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.60-4.10.

As it is gleaned from the table, item number one gained the highest mean score of

4.10 which states that the students are interested in the activities. The result shows that

42
the students’ interest was considered in the activities. According to Mitchel (2017), when

students interest is considered in the activities given by the teacher, the teacher and the

students tend to get closer relationship because the former show personal interest to his

learners. On the other hand, item number three which states the students “lose track of

time because they are busy doing other task” gained the lowest mean score of 3.60 but is

still described as often. In this case, the students are still commendable because most of

them nowadays lose track of time not because in doing task but in playing online games

and checking social media status (Gustavo, 2018). As for experience of the researchers,

they also lose track of time when they are involved themselves in the things that attracts

their attention.

The overall mean of 3.81 shows that the students often involve themselves in class.

Involvement is an important factor that should be developed by the students for it

indicates sense of responsibility. Once the students are involved in the process of

learning, the teacher is already promoting active learning. In this way, the students may

feel that their presence are valued no matter how simple it is. It is important to note that

student involvement is a vital part of the learning process because it is a part of classroom

experience which has great deal of impact on their education (Hurst, 2017).

2.4 Contentment

Table 2.4 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Contentment
Contentment Mean Interpretation
1. I view the task as a practice of my skill. 3.80 Often
2. I enjoy doing the task. 3.88 Often

43
 3. I am happy most of the time when I am at 3.82 Often
work with others.
4. I don’t feel bored when doing the activity. 3.58 Often
Overall Mean 3.77 Often

Table 2.4 presents the mean perception of the student-respondents on the level of

their motivation in terms of contentment. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.58-3.88.

As it is gleaned from the table, item number two gained the highest mean score of

3.88. The result presents that the respondents often enjoy doing academic activities. Both

of the students and teacher are commendable on this part for as it is said, it requires lots

of efforts for a teacher to make enjoying activities that has to fit the interest of the

students. The students also are commendable for they have positive attitude toward doing

school activities (Monsoir, 2017). On the other hand, item number four which states that

“the students do not get bored in doing the activities” gained the lowest mean score of

3.58 but described as often. This means that if the students got bored, they cannot focus

on their activities. The teachers should be aware for there are negative consequences for

the students who are not attentive, and this can be stressful (Fox, 2017).

The overall mean of 3.77 shows that the respondents often manifest contentment.

Contentment is about being satisfied of having something and they consider its worth and

quality. Since motivation level in this study is associated with various learning activities,

then it goes to show that the students are contented with the activities the teacher given.

According to Pearce (2016), activities in school should promote the basic needs and

44
interest of students in terms of academic and emotional factors. It should be done in a

way that the students will feel satisfaction and contentment.

2.5 Goals

Goals Mean Interpretation

1. I believe the activity is important. 4.22 Often
2. I seek additional task to perform. 3.86 Often
3. I talk about how the activity can be 3.70 Often
accomplished.
4. I believe my task orientation would help me 3.82 Often
in the future.
Overall Mean 3.90 Often
Table 2.5 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Goals

Table 2.5 presents the mean perception of the student-respondents on the level of

their motivation in terms of goals. The table shows that the responses of the respondents

in all indicators are consistently described as often as reflected in the obtained mean

scores ranging from 3.70-4.22.

Looking at the table, items number one gained the highest mean score of 4.22. It states

that the student often believe that activities are important. It tells that the students have

the conviction have the activities given to them are worth doing for these may have

lasting effects. According to McMillan (2018), students will be easily engaged in the

activity when they knew the importance of doing so in the first place. On the other hand,

item number three gained the lowest mean score of 3.70 which states that the students

often talk about how activity can be accomplished. This result indicates the eagerness of

the students to finish their task. When they talk about the ways and means of
45
accomplishing their activities, it enhances not only their communication skills but also

their critical thinking skills (Michigan, 2017).

The overall mean of 3.90 denotes that the students often accomplish their goals as an

indicator of their level of motivation. The result shows that the student-respondents apply

efforts and positive movement towards their goals as an evidence of their eagerness to

accomplish them. Students prove that goal achievements do not happen overnight, it

happens in a gradual manner when a person formulate a definite plan of action and start

working on right away (Seale, 2018).

2.6 Excellence

Excellence Mean Interpretation

1. I perform at very high level in every task. 3.89 Often
2. I am doing better in the activity than before. 3.69 Often
3. I am focused and interested in doing my 3.81 Often
best.
4. I talk about the accomplishment in the 3.75 Often
given task.
Overall Mean 3.79 Often
Table 2.6 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Excellence

Table 2.6 presents the mean perception of the student-respondents on the level of

their motivation in terms of excellence. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.69-3.89.

It is noticeable on the table above that item number one gained the highest mean

score of 3.89 which implies that the students often perform at a very high level in every
46
task. It implies that in the learning process, it is important for the students to perform at

high level or give their best in everything. Harrington (2019) said that when the students

perform at high level, they are trying to be the best version of themselves. On the other

hand, item number two gained the lowest mean score of 3.69 which implies that the

students often do better in the activity that they did before. This means that students

manifest their willingness to change any misconduct or errors that they had on previous

activities. According to Roldan (2017), when students strive to do better, they might feel

self-worth for they view learning as a training ground to their success.

The overall mean of 3.79 shows that the students often manifest excellence. For

students, excellence means, doing a best effort to exceed the teacher’s expectation.

However, to some degree, excellence is in the eye of beholder. But the teacher may have

had different expectations and a different way to evaluate whether or not the work was

excellent. That is why it is important to know the requirements and expectations before

proceeding to any work activities. In spite of this, the respondents are still commendable

because the result shows how they are striving hard in order to meet certain academic

standards (Kurtus, 2017).

2.7 Teamwork

Teamwork Mean Interpretation

1. I volunteer to take care of things that need 3.96 Often
to get alone.
2. I put extra effort into the given task to 3.91 Often
ensure group success.
3. I help other’s out to make sure the activity 3.75 Often
is properly completed.

47
4. I extend time to do an activity with others if 3.62 Often
required.
Overall Mean 3.81 Often
Table 2.7 Mean Perception of the Grade 8 students in the Level of their Motivation
in terms of Teamwork

Table 2.7 presents the mean perception of the student-respondents on the level of

their motivation in terms of teamwork. The table shows that the responses of the

respondents in all indicators are consistently described as often as reflected in the

obtained mean scores ranging from 3.62-3.96.

As it is gleaned from the table, item number one gained the highest mean score of

3.96 which states that the students often volunteer to take care of things that need to get

along. It means that the students have the sense of self-responsibility. According to

Fischer (2016), volunteering to take care of things is a two-way process, it enhances the

decision making and creative ability of one who volunteer and built trustworthy attitude

to others who entrust. On the other hand, item number four gained the lowest mean score

of 3.62 which states that the students often extend their time to do an activity with others

if required. As for the experience of the researchers, sometimes it is necessary to extend

time in doing activities especially when they have to beat the deadline. According to

Salmorin (2017), spending more time with their classmates, especially in doing activities

is a great help for them to improve both their academic and interpersonal being.

The overall mean score of 3.81 implies that the students often have sense of

teamwork as an indicator of their level of motivation. A teamwork environment promotes

an atmosphere that fosters friendship and loyalty. Therefore, a teamwork environment

provides a learning environment with a diversity of thought, creativity, perspectives,

48
opportunities, and problem-solving approaches. As a result, it will allow individuals to

brainstorm collectively, which in turns increases their success to solve problem and arrive

at solutions more efficiently and effectively. According to Wehbe (2017), when a

teamwork environment is not encouraged, this can pose many challenges towards

achieving the overall goals and objectives.

2.8 Level of Student’s Motivation

Table 2.8 Summary Table of the Mean Perception of Student-Respondents

regarding the Level of their Motivation
Motivational Level Mean Description
Commitment 3.75 Often
Passion 3.83 Often
Involvement 3.81 Often
Contentment 3.77 Often
Goals 3.90 Often
Excellence 3.79 Often
Teamwork 3.81 Often
Total 3.81 Often

Table 2.8 shows the mean perception of the student-respondents on the level of their

motivation.

Table 2.8 indicates that the respondents are well motivated in class as all indicators

above are often in description. It is also noticeable that the students often set goals as it

gained the highest mean score of 3.90. On the other hand, the lowest mean score of 3.75

indicates that the said set of students also often show commitment as an indicator of their

motivation level.

49
 The overall mean of 3.81 implies that the motivational of Grade 8 students in EMA

EMITS College Philippines is quite good. Hattie (2009) stated that student’s motivation

energizes and directs behavior towards achievement and is therefore known to be an

important determinant of academic success. Motivated students are more excited to learn

and participate. Teaching a class full of motivated students is enjoyable for teachers and

students alike. Some students are self-motivated, with a natural love of learning. But even

with the students who do not have this natural drive, a great teacher can make learning

fun and inspire them to reach their full potential.

3. Correlation between Teacher’s Attitude and Motivational Level of Grade 8

Students in EMA EMITS College Philippines

Table 3.1 Relationship between Teacher’s Attitude and Motivational Level of Grade
8 Students in EMA EMITS College Philippines
Extent Level of Student’s Motivation
of Commit- Passion Involve- Content- Goals Excel- Team-
Teacher’ ment ment ment lence work
s
Attitude rxy Int rxy Int rxy Int rxy Int rxy In rxy Int rxy Int
t

50
 Patience 0.38 S. 0.35 S. 0.3 S. 0.4 S. 0.39 S. 0.28 S. 0.3 S.
C. C. 6 C. 0 C. C. R. 1 C.

Kindness 0.38 S. 0.31 S. 0.4 S. 0.3 S. 0.24 S. 0.39 S. 0.3 S.

C. C. 0 C. 5 C. C. R. 7 C.

Fairness 0.28 S. 0.31 S. 0.4 S. 0.2 S. 0.34 S. 0.40 S. 0.2 S.

C. C. 2 C. 5 C. C. R. 6 C.

Enthu- 0.27 S. 0.21 S. 0.2 S. 0.3 S. 0.33 S. 0.29 S. 0.3 S.

siasm C. C. 4 C. 6 C. C. R. 7 C.

Int. (Interpretation) & S.C. (Slight Correlation)

Table 3.1 shows the Correlation Result between Teacher’s Attitude and Motivational
Level of Grade 8 Students in EMA EMITS College Philippines. It can be seen that all the
indicators of teacher’s attitude have slight correlation with all the indicators of the
motivational level of students as can be seen by the computed rxy values ranging from
0.21-0.42

Looking at the table, it can be seen that fairness vs. involvement obtained the highest

computed rxy value of 0.42 described as slight correlation. This simply means that even

though teacher’s attitude in terms of fairness somewhat affects the motivational level of

the students in terms of their involvement, in order students to be more involved in

activities inside and outside the classroom their teachers must treat everyone in the class

equally. Few teachers intentionally favor certain students over other, but it is probably

impossible not to like some students more than others. Differences in liking may foster

differences in interaction, such as allowing certain students to dominate discussions. To

avoid giving the impression of partiality, teachers must carefully monitor their attitudes

and interactions with all students (Perkins, 2010).

On the other hand, enthusiasm vs. passion obtained the lowest computed rxy value of

0.21 described as slight correlation. It clearly concludes that there’s a slight relationship

between teacher’s attitudes and the motivational level of students in terms of the

51
abovementioned indicators respectively. It is said that student’s passion to learn is

sometimes brought by the motivation given to him/her intrinsically or extrinsically.

Results above also indicated that teacher’s enthusiasm, though has a slight correlation,

had a significant influence on student’s passion to learn. The more enthusiastic the

teachers are, the more passionate and engage the students become behaviorally,

cognitively, and emotionally (Zhang, 2014).

With the abovementioned results, the null hypothesis which states that there is no

significant relationship between teacher’s attitude and motivational level of students is

rejected.

To conclude, the findings of this study show that teacher’s positive attitudes have

positive effects on student’s level of motivation and personality development as well. By

understanding the relationship between personal attitude of teacher and student's

motivational level would help to identify which attitudes influence it, so that they may

use or select the best teaching method that suits their personality to make their teaching

become more effective for the students (Malm, 2009).

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND INTERPRETATIONS

This chapter presents the summary of findings, conclusions and recommendations

from the analysis and interpretation of data.

Summary of Findings

52
1. Extent of Teacher’s Attitude

1.1 Patience

The study found out that teachers highly show patience in teaching the students to

provide a better learning experience as evidenced on the overall mean of 4.43. This

means that a patient teacher will also have the willingness to adapt to different classroom

situations.

1.2 Kindness

Based on the results, teachers in EMA EMITS College Philippines highly manifest

kindness in dealing with the students as shown on the obtained overall mean of 4.34. the

result means that being a kind teacher helps students feel welcomed, cared for, loved, and

motivated.

1.3 Fairness

The overall mean score of 4.36 implies that teachers greatly consider creating an

environment that revolves around fairness, trust and respect will be beneficial to all the

students in the class.

1.4 Enthusiasm

The overall mean score of 4.24 states that the teacher really shows the excitement on

his/her teaching that influences students’s motivation to be enthusiastic in doing activities

as well. This means that teacher’s enthusiasm sparks the curiosity of students and

jumpstarts their motivation to learn.

53
2. Level of Student’s Motivation

2.1 Commitment

The overall mean of 3.75 denote that the Grade 8 students often show commitment as

an indicator of their motivation level. This mens that the commitment to do task must be

supported by the students themselves.

2.2 Passion

The overall mean of 3.83 signifies that the grade 8 students often manifest passion as

an indicator of their level of motivation. The result means that passion is the driving

factor why the students continue to grasp information despite of many challenges on

attaining knowledge.

2.3 Involvement

The overall mean of 3.81 signifies that the students often involve themselves in class.

This means that it is important to note that student involvement is a vital part of the

learning process because it is a part of classroom experience which has great deal of

impact on their education.

2.4 Contentment

The overall mean of 3.77 signifies that the respondents often manifest contentment.

This means that activities in school should promote the basic needs and interest of

54
students in terms of academic and emotional factors. It should be done in a way that the

students will feel satisfaction and contentment.

2.5 Goals

The overall mean of 3.90 denotes that the students often accomplish their goals as an

indicator of their level of motivation. This means that student’s goal achievements do not

happen overnight, it happens in a gradual manner when a person formulate a definite plan

of action and start working on right away.

2.6 Excellence

The overall mean of 3.79 signifies that the students often manifest excellence. The

result shows how students are striving hard in order to excel and meet certain academic

standards.

2.7 Teamwork

The overall mean score of 3.81 implies that the students often have sense of

teamwork as an indicator of their level of motivation. This means that when a teamwork

environment is not encouraged, this can pose many challenges towards achieving the

overall goals and objectives.

3. Relationship between Teacher’s Attitude and Motivational Level of Grade 8

Students

55
 The study revealed that the extent of teacher’s attitude slightly affects the

motivational level of Grade 8 students in EMA EMITS College Philippines for the S.Y.

2019-2020 as observed by their computed rxy values that ranges from 0.21-0.42. This

shows that the null hypothesis which states that there is no significant relationship

between the teacher’s attitude and motivational level of Grade 8 students in EMA EMITS

College Philippines for the S.Y. 2019-2020 is rejected.

Conclusions

From the aforementioned findings, the following conclusions were formulated.

1. The teachers highly manifested patience, kindness, fairness, and enthusiasm in

dealing with their students.

2. The students often showed commitment, passion, involvement, contentment, goals,

excellence, and teamwork as indicators of their motivation towards learning.

3.
The extent of teacher’s attitudes slightly affects the motivational level of Grade 8

students in EMA EMITS College Philippines for the S.Y. 2019-2020.

Recommendations

56
 After the findings were accumulated, the following were highly recommended:

1.
Grade 8 teachers in EMA EMITS College Philippines may continue being patient,

kind, fair, and enthusiastic.

2.
Grade 8 students in EMA EMITS College Philippines may keep up their good level

of motivation in the classroom with regards to their commitment, passion,

involvement, contentment, goals, excellence, and teamwork towards learning.

3.
Future researchers may conduct a study parallel to the present study with the use of

other indicators of teacher’s attitudes such as; empathy, creativity, and open-

mindedness. The case of larger sample size is also recommended to take into account

the effect of teacher’s attitude to student’s motivational level in order to arrive at

more accurate results.

57
 BIBLIOGRAPHY

BOOKS
Murayama, K., Pekrun, R., Lichtenfeld, S., & Vom Hofe, R. (2013). Predicting long term
growth in students' mathematics achievement: The unique contributions of
motivation and cognitive strategies. Child Development, 84(4), 1475-1490.
Reis, S. & Boeve, H. (2009). How Academically Gifted Elementary, Urban Students
Respond to Challenge in an Enriched, Differentiated Reading Program. Journal
for the Education of the Gifted, 33(2), 203–240.
Ryan, R. M., & Deci, E. L. (2012). Intrinsic and extrinsic motivations: Classic definitions
and new directions. Contemporary Educational Psychology, 25, 54-67.

Yang, D, & Ruwu, W. (2010). The Study of Number Sense: Realistic Activities
Integrated into Third-Grade Math Classes in Taiwan. The Journal of Educational
Research, 103,379–392.
Bilbao, et al. (2012). The teaching profession. Metro Manila: Lorimar Publishing Co.,
Inc.

DISSERTATIONS

Sabitu, A & Nuradeen, R. (2010) Teachers’ Attributes as Correlates of Students’

Academic
Performance in Geography in the Secondary Schools in Ondo State, Nigeria

58
ELECTRONIC SOURCES
Gourneau (2005). Five Attitudes of Effective Teachers: Implication for Teacher Training.
Retrieved from https://www.researchate.net/publication/25129740_Five_Attitudes
_of_Effective_Teachers_Implication_for_Teacher_Training/

Zhang (2014). Teaching with Enthusiasm: Engaging Students, Sparking Curiosity, and
Jumpstarting Motivation. Retrieved from http://www.natcom.org/communication-
currents/instructors-corner-3-teaching-enthusiasm-engaging-students-sparking-
curiosity

Steinmayr (2019). The Importance of Student’s Motivation for Their Academic

Achievement-Replicating and Extending Previous Findings. Retrieved from
https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01730/full

APPENDIX A
Letter of Permission to Conduct a Study
September 16, 2019

EDGAR V. SALENDREZ
Junior High School Principal
EMA EMITS College Philippines
M.H. Del Pilar St., Pinamalayan Oriental Mindoro

Sir:

Good day!

We, Ma. Carmen Lea M. Orense, John Deither M. Vallecera, and Lawrence Andrei F.
Faz, fourth year students of Bachelor of Secondary Education major in Biological
Science are presently conducting a thesis entitled “Teacher’s Attitude and
Motivational Level of Grade 8 Students in EMA EMITS College Philippines S.Y.
2019-2020”.

In this regard, we would like to request permission from your good office to allow us to
gather data and information pertaining to the aforementioned problem. It is our
commitment that all the data and information will be kept highly confidential. In the
same way, this will be treated professionally for academic purpose only.

We are looking forward for your kind consideration and approval. Thank you very much
and God bless.

59
Respectfully yours,
MA. CARMEN LEA M. ORENSE
JOHN DEITHER M. VALLECERA
LAWRENCE ANDREI F. FAZ
Researchers

Noted by:

RIZZA A. NABUS, LPT, D-Hum., Ph. D.

Thesis Adviser

JUNREY P. PETERE, LPT, Ed. D., Ph. D-Hum., FRIEdr

Dean of Academic Affairs

Approved by:

EDGAR V. SALENDREZ
Junior High School Principal
APPENDIX B
Questionnaires

Direction: Please answer honestly. Indicate the strength of your agreement about the
extent of teacher’s attitudes by checking the corresponding column using the following
scale.
5 – Always 3 – Sometimes 1 - Never
4 – Often 2 - Seldom

PART 1: Teacher’s Attitude

Patience 5 4 3 2 1
The teacher…
1. takes time to learn and understand our varying needs and
interest in the classroom.
2. deals disrespect and misbehavior as it arises with outmost
integrity and calmness.
3. shows willingness to adapt to our different behaviors and
abilities.
4. allows a reasonable wait time for us to answer his/her
question.
5. teaches us over and over again until we understand the topic.
6. never give up on us and try out new ways to help us
accomplish classroom task.
7. remains calm and compose when conflicting ideas arise
during the discussion.
8. patiently teach new concepts to struggling students in the
class.

60
Kindness
The teacher…
1. shows genuine interest to identify our weakness and strength.
2. gives genuine praise for the efforts we put in accomplishing a
task.
3. attends extra-curricular activities that we are involved to show
his/her support to us.
4. forgives us when we commit mistakes and encourage us to be
better each day.
5. cares about our progress and continues to make choices that
are best for our learning experience.
6. makes us feel that we are valued in the classroom and are safe
to take chances and make mistakes.
7. smiles to make us feel at ease and welcome in class.
8. uses expressive, sincere voice to encourage us to talk to
him/her when we have any concerns or problems.
Fairness
The teacher…
1. manifests non- discriminating attitudes regardless of our
cultural and personal backgrounds.
2. uses rubrics to help ensure fair grading on projects and other
output.
3. gives us the same opportunity to reach a specific objective
while specific considerations are in place.
4. allows us to learn at our pace and does not expect us to be
good as the others.
5. does not show any preferential considerations to students
because of his/her status in life.
6. prepares activities or task that are not gender biased.
7. calls us during recitation based upon drawing our names
instead of calling those students who is raising their hands.
8. uses differentiated activities to address our multiple
intelligence and various learning style.
Enthusiasm
The teacher…
1. vary his/her speaking voice by changing the pitch, tone and
volume.
2. eyes mirror the excitement in his/her teaching by using
vibrant facial expressions. (e,g. smile)
3. uses gestures and motions as he/she teaches the lesson.
4. shares jokes or funny experiences relevant to the topic.
5. prepares fun and exciting activities for every lesson.
6. is quick to accept, praise, encourage and have many variations
to his/her response.

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 7. sparks our curiosity and starts our motivation to learn through
asking thought provoking questions.
8. shows dynamism whenever he/she gives activity.

Direction: Please answer honestly. Indicate the strength of your agreement about the level
of student’s motivation by checking the corresponding column using the following scale.
5 – Always 3 – Sometimes 1 - Never
4 – Often 2 - Seldom

PART 2: Motivational Level of Students

Commitment 5 4 3 2 1
1. I am effective in doing my task.
2. I work more than most student do.
3. I rest in more time on the assignment than I have to.
4. I avoid to miss a day in class.
Passion
1. I put extra effort in doing my assignment.
2. I feel enthusiastic about doing group/individual activity.
3. I try hard to do a good job.
I try my best to come up with the best way to accomplish a
4.
task.
Involvement
1. I am interested in the activity.
2. I concentrate very hard in doing the assigned task/work.
3. I lose track of time because I am busy doing the task.
4. I feel good about working with others.
Contentment
1. I view the task as a practice of my skill.
2. I enjoy doing the task.
I am happy most of the time when I am at work with others.
3.
4. I don’t feel bored when doing the activity.
Goals
1. I believe the activity is important.
2. I seek additional task to perform.
3. I talk about how the activity can be accomplished.
4. I believe my task orientation would help me in the future.
Excellence
1. I perform at very high level in every task.
2. I am doing better in the activity than before.
3. I am focused and interested in doing my best.
4. I talk about the accomplishment in the given task.
Teamwork
1. I volunteer to take care of things that need to get alone.
2. I put extra effort into the given task to ensure group success.

62
 3. I help other’s out to make sure the activity is properly
completed.
4. I extend time to do an activity with others if required.

Curriculum Vitae

MA. CARMEN LEA M. ORENSE

Address: Matungao, Socorro
Oriental Mindoro
Cellphone #: 09669050549
Email Address: [email protected]

Personal Information

Age: 25
Date of birth: October 4, 1995
Place of birth: Gua Gua, Pampanga
Citizenship: Filipino
Gender: Female
Mother: Marites C. Medenilla
Father: Diones B. Medenilla
Civil Status: Married

Educational Background

63
Elementary: San Pablo II Elementary School
San Pablo, Pampanga

High School: San Pablo II National High School

San Pablo, Pampanga

College: EMA EMITS College Philippines

M.H. del Pilar Street, Zone II, Pinamalayan,
Oriental Mindoro

Curriculum Vitae

JOHN DEITHER M. VALLECERE

Address: Anoling, Pinamalayan
Oriental Mindoro
Cellphone #: 09514348907
Email Address: [email protected]

Personal Information

Age: 23
Date of birth: June 17, 1998
Place of birth: Pinamalayan, Oriental Mindoro
Citizenship: Filipino
Gender: Male
Mother: Lanie M. Vallecera
Father: Julian B. Vallecera
Civil Status: Single

Educational Background
64
Elementary: Anoling Elementary School
Anoling, Pinamalaya, Oriental Mindoro

High School: Nabuslot National High School

Nabuslot, Pinamalayan, Oriental Mindoro

College: EMA EMITS College Philippines

M.H. del Pilar Street, Zone II, Pinamalayan,
Oriental Mindoro

Curriculum Vitae

LAWRENCE ANDREI F. FAZ

Address: Poblacion, Concepcion
Romblon
Cellphone #: 09506776047
Email Address: [email protected]

Personal Information

Age: 25
Date of birth: August 29, 1996
Place of birth: Sampaloc, Manila
Citizenship: Filipino
Gender: Male
Mother: Marikit F. Faz
Father: Jofre F. Faz
Civil Status: Single

Educational Background

65
Elementary: Concepcion Central Elementary School
Poblacion, Concepcion, Romblon

High School: Sibale Academy

Poblacion, Concepcion, Romblon

College: EMA EMITS College Philippines

M.H. del Pilar Street, Zone II, Pinamalayan,
Oriental Mindoro

66