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

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 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 every time 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

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 and motivate students to learn. In regards, Silva

(2020) stated the motivation in education can have a dramatic impact on students’

performance and results. Therefore, parents and teachers who are willing to help their

children do better in school should be aware of the factors that affect student motivation.

He further stated that motivation can maintain students’ attention and behavior as well as

provides with more energy to needed to lead tasks to completion. Thus, it can help

sustain activities over a period of time. In education, motivation can have a variety of
effects on students’ behavior, preferences, and results. For instance, motivation can help

students direct our attention toward tasks that need to be done, allow them to do these

tasks in shorter periods of time as well as maintain attention during a longer time,

minimize distractions and resist them better, affect how much information they retain and

store, influence the perception of how easy or difficult tasks can appear.

In contrary, Koestel (2020) said that if a student has a negative emotion such as

fear or disliking towards their teacher, that can negatively affect their attitude toward the

subject as a whole. If a teacher shows a preference towards certain students or uses

derogatory and humiliating language, that can lower their motivation in education.This

proves that teacher’s kindness, optimism, positive feedback, and encouragement can

positively affect students’ motivation to learn.

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 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.

As the abovementioned literatures proved that teacher’s attitude affect student’s

level of motivation, Galvez (2018) stated that in any institution, motivation plays an

important role in shaping behavior. Hence, students who are motivated in learning are

seem to be excellent in any task performance. However, Awan (2011) said that lack of

motivation is a big hurdle and a pertinent cause in the deterioration of education

standards. He also stated that getting students to learn and sustaining their interest in what

they are learning should be the sole objective of teachers in the classroom.

These ideas were supported as the Philippines’ Department of Education

implemented the K-12 program to ensure that education is fully achieved, reflective

thinking skills of teachers shall be developed and mastered to ignite student’s

motivational preferences. With this the ideas presented by the presented study was also

supported as it emphasized the role of teacher in motivating students to learn and excel

academically.

In addition, Vitug (2019) said that the nature of motivation and learning strategy

is vital to improve student learning outcomes. Teaching strategies together with teacher’s

professional attitude have several effects on student’s learning and behavior. Supporting

the ideas by the present study, it is therefore proved that motivation directs behavior

toward particular goals. Through motivation, it will increase student’s time on task.

Seemingly, motivation enhances student’s cognitive processing. In general, teacher’s

attitude motivating the learners enables them to achieve reasonable goals.

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.

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

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).

In Frymier’s (1993) study concerning “The Effect of Positive Teacher Behavior

on the Student’s Motivation Level”, the author has concentrated on certain behaviors for

teachers such as giving feedback for student works, complimenting, wanting to listen to

students and being interested. The results of the study show that teachers’ nonverbal

actions such as smiling, having a relaxed stance, various gestures and facial expressions

come first in improving the learning experience for students whereas the topic of the class

itself comes in second.

 This results supports the present study as it shares idea that student’s performance

is not completely the result of their work and that their performance is affected by many

factors and the first one is the attitude of the teacher. A positive attitude from the teacher

affects the student’s motivation, attitude towards school and school work, the student’s

self-confidence and as a result personality development.

Another study concerning student's motivation by Seifert (2004) entitled

"Understanding Student Motivation" suggested that students’ motivation may be thought

of as patterns of behavior and affect such as pursuit of mastery, failure avoidance, learned

helplessness and passive aggression. Although four patterns have been described,

undoubtedly more exist. However, these five patterns would probably describe most

students and address the concerns of many teachers. It also pointed out that these patterns

are in addition to problems that may arise because of personality or behavior disorders.

Local

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

attitude and 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.

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.

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.

On the other hand, Ceballo (2006) in her study “Factors Affecting Student

Motivation” stated that a teacher must be able to keep students motivated and try to

prevent boredom, apathy, and non-cooperation recognizing students who are poorly

motivated for them to fully accomplish their works in classroom. In return, they will also

understand why they need to learn, and see why learning is fun. It was found out in her

study that the effects of motivation will increase student’s interest in learning, allowing

them to explore various skills and areas that interest them. She also stated that motivation
moves students to participate in a given learning activity while inner forces drive them to

reach the maximum level of their performance.

These ideas supported the aim of the present study to prove that student’s own

desire energizes their behavior towards the achievement of their goals. Although students

are expected to show relative stability in motivation for schoolwork, the motivation to

participate in the task determines whether students are engaged or not.

The latter study was supported by Celerian (2004) with her study entitled “The

Reward System and Its Effect on Performance in Mathematics of Sophomore Students in

Iligan City”. His study found out that the reward system could enhance the learning

behavior, motivation, and performances of underachieving sophomore students in

Mathematics. The study also revealed that the employment on reward systems in

Mathematics class could significantly influenced student’s motivation, attitude of the

student toward the lesson and their participating behavior.

This study emphasized how motivated a student could be if appropriate classroom

rules, teacher’s attitude and appreciation to student’s own capabilities, and giving of

praises and rewards are properly and fairly implemented. Student’s drive to learn,

commitment and passion in doing tasks, involvement in every activities, and sense of

contentment on what he/she can do will be excellently manifested as long as they are

highly motivated.
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

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.

With the studies of Ceballo (2006) and Celerian (2004) stated the effects of

rewards and teacher’s attitude to keep students motivated. They emphasized how

motivated a student could be if appropriate classroom rules, teacher’s attitude and

appreciation to student’s own capabilities, and giving of praises and rewards are properly

and fairly implemented.

However, with the above given supporting details and ideas, the present study

somewhat differs with the reviewed literature and studies. Though it validated and proved

that teacher’s attitude affects student’s motivational level, the present study was

particular only with teacher’s personal attitudes such as being patient, kind, fair, and

enthusiastic. It was intended to know what really motivates students- the professional or

the personal attitudes of teachers? Different from the other reviewed literature and

studies, it focused more on examining whether those personal attitudes manifested by the

teachers can inspire and encourage students. Though teacher’s professional attitude

greatly affects student’s performance in the teaching and learning process, the researchers
strongly believed that teachers who give appropriate personal and friendly advises

immensely influence student’s orientation in life.