Teacher’s competence towards students learning influenced by teaching styles and mannerisms

Abstract

The study’s objective is to determine the teacher’s competence towards student’s learning as influenced by teaching style and mannerism using the descriptive-quantitative survey. A total of 14 secondary English teachers, 42 peers and 42 students of both public and private schools in Municipality of Pontevedra were the respondents of this study using the stratified sampling. The researchers used a modified and standardized questionnaires. Frequency counts, percentage and mean Pearsons r, and Spearman’s rho were used as statistical tools in interpreting and analyzing the data. Findings revealed that there were five most dominant teaching styles; verbal and non-verbal mannerisms of the teacher respondents were less observed; teachers were very competent when they were classified into age, sex, position, number of years in service and type of school attended. There is no significant relationship between teacher’s competence towards student’s learning and mannerism, and between student’s learning and teaching style respectively. On the other hand, teacher’s mannerism and teaching style towards students’ learning were proven to be significantly related. It is therefore recommended in this study that school heads may send their teachers to seminars and/or trainings to further enhance their teaching skills and allow them to pursue their graduate studies for professional growth and development.