PAFTE Research Journal

The Official Journal of PAFTE Region III Chapter

Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

PROFESSIONAL SKILLS AND WORK ETHICS OF SELECTED FACULTY

IN A LOCAL COLLEGE

John Mark R. Asio, Erin E. Riego De Dios and April Mercy E. Lapuz
College of Education, Arts and Sciences
Gordon College, Olongapo City, Philippines

Abstract

Professionalism and ethicality in the institution are fundamental in running an

organization. It aims to assess the professional skills and work ethics of some
selected faculty of a local college in Central Luzon. A descriptive-correlational
design was used, and we also used a convenience sampling technique in this
study. A self-made questionnaire was made which focuses on the two major
aspects of the research the professional skills with seven indicators and the
work ethics with five indicators. After the survey, the data were subjected to
statistical treatment using SPSS 20 and the following results were got: the
respondent was a College of Education Arts and Sciences (CEAS) instructor,
aged between 36 years old and above, female, single, with MA/MS units, with
teaching experience of 1-5 years and a Roman Catholic by belief. For
professional skills and work ethics, the respondents were Very Good in all
the indicators. There were no significant differences in the professional skills
of the respondents when grouped according to the demographic profile,
however, with work ethics, there were significant findings in terms of sex and
college. A relationship exists between professional skills and the work ethics of
the respondents. We observed the same between work ethics, sex, and college.
Based on the results of the study, recommendations were given and proposed.

Keywords: Central Luzon, Faculty, Local College, Professional Skills, Work

Ethics

Introduction

A good set of professional skills and work ethics is a vital ingredient in working in an
organization. This is most especially when you are part of the educational system. As Gines
(2013) argued, that professionalization in adult education is one that is least studied
especially towards professional development and performance improvement. In a higher
education context, Trede (2012) identified that students are learners and in the workplace,
students are pre-accredited professionals and in both contexts, they can be facilitators of peer
learning.

There is also a drastic change in the educational system wherein based on the study of
Rose (2012), there were factors influencing the increase in graduate student populations and
this is in response to the generation of new knowledge clusters and to societal need with
respect to the social and economic drivers which is a characteristic of the emerging post-
industrial environments. Burke (2013) on the other hand endorsed an experiential approach to
professional development allowing teachers the opportunities to improve their performance
through demonstration, observation, collaboration, fieldwork, and reflection. These elements
are necessary to build upon a solid foundation, especially if you are still a novice in the field.

However, in the context of perception towards their professional job, Usop, Askandar,
Kadtong and Usop (2013) expressed in their study that if a teacher is contented with their job,
they will develop and maintain a high degree of performance. The teaching-learning process
makes more efficient and effective individuals that operate competitively in the arena of
professionalism. Jackson (2015) also stated that what students experienced during placement,

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180
broadly aligns with the best practice principles for work-integrated learning programs and
problems experienced in performing certain skills during placement can be largely attributed
to poor design.

Works ethics, on the other hand, is defined meticulously by people who depend on its
usage on the field of the profession that it falls into the concept of what is morally good or
bad. Banks (2016) argued that the concept of ethics work is an important antidote to rules-
based managerialism. Although many professional organizations have adopted formal and
well-established codes of ethics (e.g. the Canadian Psychological Association, American
Medical Association), the academic profession has a varied response to this notion. Allana,
Asad, and Sherali (2010) asserted that the influence of teachers and educators on their
students immensely impacts their outcomes as well as their roles in the contemporary society
especially when it comes to gender. Having an ethical notion provides a very reliable source
of sound judgment and decision making of an individual. Crebert, Patrick, Cragnolini, Smith,
Wordfold, and Webb (2011) discussed that there is a debate over the extent to which
universities can develop ethical behavior and social responsibility on students than any other
graduate skills or attributes. Further, Calvano and Wang (2015) indicated that men are
responsive to business ethics education than women. As Saleh (2018) also introduced that
whatever the size effect and duration, ethics of the profession appear obvious and clear at all
levels of the institutions and its various kinds. Furthermore, the institution should train its
students in their ethical behaviors and code of ethics (Mohamad, Rahman, Usman & Tawil,
2015; Shobana & Kanakarathinam, 2017; Rodzalan & Saat, 2016).

The objective of this study is to gauge the professional skills and work ethics of
selected faculty of a local college in Central Luzon. It also aims to identify if there is a
relationship between professional skills and work ethics. The result of the study would be
beneficial to the school administration and the institution in giving the necessary professional
development program for the faculty of the institution to enrich and provide better output and
performance.

Methodology

This study utilized a descriptive correlational technique in analyzing the professional

skills and work ethics of the faculty and its possible relationship to each other. The
respondents for this study include 45 full-time faculty members of a Local College located in
Central Luzon. They were currently teaching during the Summer Class of the academic year
of 2017-2018. The researcher created a self-made questionnaire which undergone reliability
and validity tests prior to actual administration of the survey.

All the data and information were tallied, classified and analyzed with the help of
Statistical Packages for the Social Sciences (SPSS) version 20. The weighted values assigned
to the professional skills and work ethics were patterned after the Likert scale.

Results and Discussion

Demographic Profile of the Respondents

Table 1 represents the demographic profile of the respondents in the study. It can be
seen that the College of Education, Arts and Sciences dominated other departments of the
institution since they have the number of respondents. Also, the age of the respondents falls
under the bracket of 36 years old and above. There were slightly more females than males,
and most of the respondents were also single. In terms of educational attainment, most of
them have already earned their bachelor’s degree and possess master’s degree units. More
respondents fall under the beginning years (1-5 years of service) of work and the majority are

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180
Roman Catholic in faith. It can then be deduced that the above information generally
describes a typical faculty working in a department of an institution of learning.

Table 1. Demographic Profile of the Respondents

Frequency Percentage
College
CEAS 27 60
CBA 9 20
CAHS 4 9
CCS 5 11
Total 45 100
Age
21-25 years old 12 27
26-30 years old 10 22
31-35 years old 8 18
36 years old above 15 33
Total 45 100
Sex
Male 21 47
Female 24 53
Total 45 100
Civil Status
Single 27 60
Married 18 40
Total 45 100
Educational Attainment
Bachelor’s Graduate 5 11
MA/ MS Units 26 58
MA/ MS Graduate 9 20
PhD Unit 5 11
Total 45 100
Length of Service
1-5 years 20 44
6-10 years 7 16
11-15 years 8 18
16 years above 10 22
Total 45 100
Religion
Roman Catholic 38 87
Born Again 2 3
Others 5 10
Total 45 100

Professional Skills of the Respondent

Table 2 represents the mean of the professional skills of the respondents in the study.
As seen, we divide it into seven (7) major indicators and each contains four (4) items. For the
first indicator, item number three got the highest mean score. For the second indicator, item
number one got the highest means score. For the third indicator, item number three got the
highest mean score. For the fourth indicator, item number one got the highest mean score. For
the fifth indicator, item number three got the highest mean score. For the sixth indicator, item
number two got the highest mean score and for the seventh indicator, item number four got
the highest mean score. The overall mean got a descriptive interpretation of very good, which
can be observed throughout the table. It is, therefore, safe to say that the respondents are very
competent and reliable in terms of professionalism in their workplace.

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

Table 2. Professional Skills of the Respondents

Variables Mean Descriptive
Interpretation
Manage Learning Environment
1. Obtain required equipment, systems, tools, supplies and 3.98 Very Good
materials.
2. Set up and maintain instructional systems, equipment and/or 4.07 Very Good
tools.
3. Supervise learning environment. 4.31 Very Good
4. Evaluate and monitor the safety of the instructional areas and 4.09 Very Good
practices.
Develop Outcomes, Assessment and Curricula
1. Identify, evaluate and modify current outcomes. 4.04 Very Good
2. Create, evaluate and modify curriculum and assessment. 4.00 Very Good
3. Implement curriculum, outcomes and assessment. 3.93 Very Good
4. Integrate curriculum with other faculty in the department and in 4.00 Very Good
other area/ institution.
Provide Student Instruction
1. Prepare and/or gather current instructional materials and 4.33 Very Good
equipment.
2. Provide individual and group instruction. 4.33 Very Good
3. Initiate, develop and implement student assessment. 4.40 Very Good
4. Modify instructional material and methods based on student 4.29 Very Good
and industry assessment and feedback.
Provide Support and Guidance to Students
1. Respond to student needs and provide information or referrals. 4.44 Very Good
2. Assist students with job placement. 3.87 Very Good
3. Provide academic and career advising. 4.24 Very Good
4. Serve as student activity advisors as applicable. 4.22 Very Good
Create and Maintain a Professional Environment
1. Collaborate with college staff, faculty and students. 4.33 Very Good
2. Serve on department and college committees. 4.16 Very Good
3. Maintain current knowledge of the field. 4.53 Excellent
4. Develop a professional development plan. 4.27 Very Good
Learn and Adapt New Technologies
1. Obtain and maintain certification on program-specific 4.11 Very Good
technology.
2. Maintain current knowledge of technology in the field. 4.24 Very Good
3. Identify, evaluate and implement emerging technologies 4.16 Very Good
according to industry needs.
4. Identify and evaluate and implement new instructional 4.11 Very Good
technologies.
Participation for Professional Growth and Development
1. Join professional organizations, groups, or association within or 4.31 Very Good
outside the institution.
2. Participate to seminars, assemblies, conventions, colloquium, 4.33 Very Good
etc.
3. Initiate and publish a research locally, nationally or 3.78 Very Good
internationally.
4. Enroll for higher degrees (MA/PhD), certification programs 4.47 Very Good
and the like.
Overall Mean 4.19 Very Good
*Likert Scale: 1.00-1.49=Needs Improvement; 1.50-2.49=Poor; 2.50-3.49=Good; 3.50-4.49=Very Good; 4.50-
5.00=Excellent

The result somehow corresponds to the study by Tanguihan in 2016, where she
described the teacher competencies of some selected higher education institutions of Surigao
City and found out that all the instructors were all competent in this area.

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

Work Ethics of the Respondents

Table 3 represents the mean scores of the respondents in terms of work ethics. It can
be observed that it is composed of five (5) major indicators with four (4) items each. For the
first indicator, item number four got the highest mean score. For the second indicator, it is the
first item that got the highest means score, the same result also is seen for the third indicator.
However, the fourth indicator got two items tied for the highest mean scores (item number
one and four) and for the fifth indicator it is item number one that got the highest mean score.
Overall, the mean of work ethics is generally labeled as very good based on the responses of
the respondents. It can then be deduced that in terms of working ethics among the
respondents, they are confident in giving a high response.

Table 3. Work Ethics of the Respondents

Variables Mean Descriptive
Interpretation
Knowledge and Skills in their Discipline
1. Has comprehensive skills relating to their discipline 4.38 Very Good
2. Has an interdisciplinary perspective 4.31 Very Good
3. Has the capacity to find, evaluate and use information 4.38 Very Good
4. Ability to apply discipline/professional skills and knowledge in 4.39 Very Good
the workplace
Effective Communicators and Team Members
1. Has the capacity to communicate effectively with others orally 4.36 Very Good
2. Has the capacity to communicate effectively with others in 4.33 Very Good
writing
3. Has the capacity to communicate effectively with others using 4.29 Very Good
ICTs, visuals, multimedia, musicals and other forms
appropriate to their discipline
4. Has capacity to interact and collaborate with others effectively, 4.24 Very Good
including in teams, in the workplace, and in culturally or
linguistically diverse context
Innovative and Creative, with Critical Judgment
1. Has ability to use knowledge and skills to devise solutions to 4.24 Very Good
unfamiliar problems
2. Has ability to analyze and critically evaluate arguments and 4.22 Very Good
evidence appropriate to their discipline
3. Has knowledge to research methodologies in their disciplines 4.16 Very Good
and capacity to evaluate findings
4. Has ability to generate ideas/products/art 4.16 Very Good
works/methods/approaches/perspectives as appropriate to
discipline
Socially Responsible and Engaged in their Communities
1. Has ethical awareness (personal and professional) and 4.56 Excellent
academic integrity
2. Capacity to apply disciplinary knowledge to solving real life 4.51 Excellent
problems in relevant communities
3. Has understanding of social and civic responsibilities, human 4.53 Excellent
rights and sustainability
4. Has understanding the value of further learning and 4.56 Excellent
professional development
Competent in Culturally Diverse Environment
1. Has awareness of and respect for the values of different people 4.64 Excellent
2. Has awareness and respect for the knowledge of the indigenous 4.58 Excellent
people
3. Has respect, awareness, knowledge and skills to interact 4.49 Very Good
effectively in linguistically or culturally diverse context
4. Has a global and international perspective on their disciplines 4.40 Very Good
Overall Mean 4.39 Very Good
*Likert Scale: 1.00-1.49=Needs Improvement; 1.50-2.49=Poor; 2.50-3.49=Good; 3.50-4.49=Very Good; 4.50-
5.00=Excellent

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

Concerning the findings, Shobana & Kanakarathinam (2017) argued that teachers
with a high level of moral proficiency have a deep commitment to helping students gain and
perform which provides the students to have continuous growth in their lives. Saleh (2018)
also concluded that Educational institutions at all levels have the major duty of spreading the
culture of work ethics among the personnel and the students by converging on the principle
of manners before education.

Significant Differences in the Professional Skills and Works Ethics when Grouped
According to Profile Variables

Table 4 represents the independent-samples t-test to compare the professional skills

and work ethics awareness of the respondents. There was a significant difference in the
scores of male (M=4.24, SD=0.38) and female (M=4.53, SD=0.48), t (43) = -2.223, p=0.032.
The result suggests that sex does affect the awareness of the respondents regarding work
ethics. On the other hand, there was no significant difference in the scores of the single
(M=4.39, SD=0.33) and married (M=4.38, SD=0.61) respondents, t (43) = 0.059, p=0.953.
The result then suggests that civil status does not affect the awareness of respondents in terms
of work ethics. Furthermore, there were also no significant differences in the scores of the
respondents when grouped according to sex and civil status. Since the following scores for
males (M=4.05, SD=0.50) and female (M=4.32, SD=0.46), t (43) = -1.888, p=0.066; and for
single (M=4.21, SD=0.43) and married (M=4.16, SD=0.58), t (43) = 0.293, p=0.771 were
obtained, the results then recommend that either sex or civil status can affect the professional
skills awareness of respondents.

Table 4. T test for Significant Differences for Professional Skills and Work Ethics when
Grouped according to Sex and Civil Status
Professional Skills Work Ethics
M SD M SD
Male (n=21) 4.05 0.50 4.24 0.38*
Female (n=24) 4.32 0.46 4.53 0.48*
Single (n=27) 4.21 0.43 4.39 0.33
Married (n=18) 4.16 0.58 4.38 0.61
df = 43; *p < .05

In contrast, Algadheeb (2015) found out that there was a significant difference in the
professional awareness variable in favor of female respondents in her study in a university in
Saudi Arabia.

A similar finding however was found by Wang and Calvano (2015) wherein they
indicated that women are more ethical than men who were also seconded by Rodzalan and
Saat (2016) where female students appear to have a higher level of ethics than the male
counterpart.

Table 5 presents the one-way between subjects ANOVA was conducted to compare
the effects of college/ department, age, educational attainment, years of service and religion
to professional skills awareness. As seen from the table, there was no significant effect of
college, age, educational attainment, years of service and religion to professional skills
awareness at the p> .05 level since the following results were obtained F (3, 41) = 0.161, p =
.380; F (3, 41) = 1.191, p=0.325; F (3, 41)=0.170, p=0.916; F (3, 41) = 2.078, p=0.118; F (3,
41)=0.857, p=0.432, respectively. In comparison to the study of Tanguihan (2016), she found
a significant difference in the level of competencies among teachers.

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

Table 5. ANOVA for Professional Skills of Respondents

SS dF MS F value
College Between Groups 0.758 3 .112 1.051
Within 9.857 41 .700
Total 10.615 44
Age Between Groups 0.851 3 .284 1.191
Within 9.764 41 .238
Total 10.615 44
Educational Between Groups 0.130 3 .043 0.170
Attainment Within 10.485 41 .256
Total 10.615 44
Years of Service Between Groups 1.401 3 .467 2.078
Within 9.214 41 .225
Total 10.615 44
Religion Between Groups 0.416 3 .208 0.857
Within 10.199 41 .243
Total 10.615 44
p > 0.05

Table 6 presents the one-way between-subjects ANOVA was conducted to compare

the effects of college/department, age, educational attainment, years of service and religion to
work ethics awareness. It can be gleaned that college yielded a significant effect on work
ethics awareness of the respondents since F (3, 41) = 3.351, p = 0.028. However, the rest of
the variables like age, educational attainment, years of service and religion do not have a
significant effect on the work ethics awareness of the respondents, since the following results
were obtained, F (3,41) =0.411, p=0.746; F (3,41) =1.109, p=0.356; F (3,41) =2.804,
p=0.052; F (2,42) = 0.661, p = 0.522, respectively.

Table 6. ANOVA for Work Ethics Awareness

SS dF MS F value
College Between Groups 1.817 3 .606 3.351*
Within 7.410 41 .181
Total 9.226 44
Age Between Groups 0.269 3 .090 0.411
Within 8.957 41 .218
Total 9.226 44
Educational Between Groups 0.693 3 .231 1.109
Background Within 8.534 41 .208
Total 9.226 44
Years of Service Between Groups 1.571 3 .524 2.804
Within 7.656 41 .187
Total 9.226 44
Religion Between Groups 0.282 2 .141 0.661
Within 8.945 42 .213
Total 9.226 44
*p < 0.05

In consonance with the result is the study of Rodzalan and Saat (2016) that in terms of
departments, they also found a significant result. However, van der Walt, Jonck, and
Sobayeni (2016) showed a statistical difference in some facets of work ethics when grouped
according to three generational cohorts.

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180

Correlation between Profile Variables, Professional Skills and Work Ethics

Table 7 constitutes the Pearson product-moment correlation coefficient to assess the

relationships between the profile variables, professional skills and work ethics awareness of
the respondents. There was a negative correlation between college and work ethics
awareness, r = -.358, n = 45, p = .016. There was also a positive correlation between sex and
work ethics awareness, r = .321, n = 45, p = .032. These could only mean that some profile
variables (e.g. college and sex) are related to work ethics awareness to some extent.

Table 7. Correlation Matrix between Profile Variables, Professional Skills and Work Ethics
1 2 3 4 5 6 7 8 9
College 1
Sex -.133 1
Age .244 .116 1
Civil Status .186 .400** .400** 1
Educ. Background .162 .139 .385** .078 1
Years of Service .273 .027 .614** .291 .214 1
Religion -.018 -.165 -.027 -.056 -.201 .024 1
Professional Skills -.202 .277 .190 -.045 -.070 .030 -.165 1
Work Ethics -.358* .321* .163 -.009 -.017 .051 -.148 .795** 1
*p > 0.05; **p > 0.01

There was also a strong, positive correlation between professional skills and work
ethics awareness since r = .795, n = 45, p = .000. This could only mean that an increase in
professional skills awareness can contribute to an increase in work ethics awareness also.
In contrast to the results, Tanguihan (2016) showed that age and length of teaching
experience were significantly related to the competencies of teachers. A study also by
Murtaza, Abbas, Raja, Roque, Khalid and Mushtaq (2016) showed that Islamic work ethics
has a positive effect on organizational citizenship behaviors and knowledge-sharing
behaviors.

Conclusion and Recommendation

Based on the findings of the study, the following conclusions were drawn: 1) the
respondent of the study is a College of Education Arts and Sciences (CEAS) instructor, aged
between 36 years old and above, female, single, with MA/MS units, with teaching experience
of 1-5 years and a Roman Catholic by belief. 2) In terms of professional skills, the
respondents were generally Very Good when it comes to Management of Learning
Environment, Development of Outcomes, Assessment and Curricula, Provision of Student
Instruction, Provision of Support and Guidance to Students, Creation and Maintenance of a
Professional Environment, Learning and Adapting to New Technologies and Participation to
Professional Growth and Development. 3) In terms of a work ethics of the respondents, they
were also Very Good in general, however, the fourth indicator (Socially Responsible and
Engaged in their Communities) got an Excellent score in all four (4) items and the fifth
(Competent in Culturally Diverse and International Environment) indicator has two (2) items
with Excellent score. The rest of the indicators namely Knowledgeable and Skilled in their
Discipline, Effective Communicators and Team Member, Innovative and Creative, with
Critical Judgment, got a response of Very Good in all of their items. 4) There were no
significant differences in the professional skills of the respondents when grouped according
to the demographic profile. However, in the case of work ethics, there exist significant
findings in terms of sex and college. 5) It was also revealed that a strong positive relationship
exists between the professional skills and work ethics of the respondents. At the same time, a

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 PAFTE Research Journal
The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180
weak positive relationship can also be observed between work ethics and sex and a weak
negative relationship between work ethics and college.

On the basis of the aforementioned conclusions, the following recommendations are

hereby presented: 1) Rigorous training of the staff should be kept at a pace in the ever-
changing world of professionalism. 2) Occasional seminars, workshops, updates, and
conventions should be prepared by the academic council of the institution, both inside and
outside of the school. 3) Mandated membership of each faculty to an accredited organization
in their field of specialization. 4) The merit system of the institution should be reviewed
regularly and the faculty should be well informed with it. 5) Research-based academic
performance evaluation should be integrated into the merit system. 6) Mandated participation
of faculty to research-based seminars, symposia, and conventions. 7) Follow up research on
the same area but with a more in-depth analysis.

References

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The Official Journal of PAFTE Region III Chapter
Volume 9, No.1 – 2019 ISSN 2094-6775
Page 164-180
14) Shobana, S., & Kanakarathinam, R. (2017). Awareness and need of ethics and values
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