The teaching behavioral attributes of the faculty members of the bachelor of science in accounting technology program of the college of business, entrepreneurship and accountancy

Excellence, quality and superiority are what colleges and universities introduce and inculcate to their students. Teachers, instructors, or professors serves as the connector of the colleges and universities to their students. The work of a college or university teacher, instructor or professor has a great impact on the development of knowledge, skills, attitudes and cognition in each student and the society as a whole. It is a very demanding and challenging task that entails professional knowledge as well as social competencies and capabilities. This study is undertaken to assess and show the teaching behavioural attributes of the faculty members of the College of Business, Entrepreneurship and Accountancy for the Bachelor of Science in Accounting Technology program. The evaluation consists of five areas namely mastery of subject matter, communication skills, classroom management, teaching and evaluative techniques and teacher qualities. This study made used of the descriptive-correlational research method employing the questionnaire as main data-gathering instrument. The researcher made used of structured questionnaires to gather the needed data which were given to the student-respondents. The survey questionnaire used was patterned from the study conducted by Dr. Chona Pajarillo-Agustin. This study was conducted at the College of Business, Entrepreneurship and Accountancy of Cagayan State University, Andrews Campus, Tuguegarao City where the respondents were the 194 4th year BSAT students enrolled for the Second Semester of SY 2018–2019. The researcher used the descriptive statistics such as frequency count, percentage and the 5 point likert scale was used to treat the data gathered and to test for the significant difference, t-test and Anova was used. With the conduct of this study, results have shown that under the tenured faculty members, all teaching behavioural attributes under study got a descriptive scale of outstanding with an overall mean of 4.33 while under the non-tenured, only teacher qualities got an outstanding descriptive scale and the rest got very satisfactory result and with an overall mean of 4.13. The result further shows that when student respondents’ were grouped according to age, students have the same evaluation regardless whether the faculty member is tenured or non tenured except for classroom management under the tenured that the hypothesis should be rejected and when student respondents’ were grouped according to class section, the hypothesis should be rejected and this implies that the student respondents have different evaluation for all the behavioural attributes when grouped according to class section for both the tenured and the non-tenured. Based from the findings of this study, the researcher strongly recommends that faculty members should be engaged in school-based professional advancement sessions covering more reflective, various viewpoint learning and problem-solving of real life classroom cases and that the University should give continuous training workshops and seminars for the faculty members and grant them scholarships and send them to universities to study to enhance and develop their mastery of subject content and at the same time the same faculty member should teach the same subject in all class section in a particular program so that consistency and same quality of teaching will be received by the students.