Classroom teaching management and evaluative techniques of the instructional staff of the college of business, entrepreneurship and accountancy: A comparative students’ evaluation

The very objective of every learning institution is at improving the quality of education it offers to its clientele. It tries to devise methods and processes to warrant that its faculty members are equipped with the necessary arms in bringing this quality education to the studentry. Any University or College establishes a measure like the teacher's evaluation which is a formal process a school uses to review and rate teachers’ performance and effectiveness in the classroom. Ideally, the findings from these evaluations are used to provide feedback to teachers and guide their professional development and enhancement, if necessary. The teacher-evaluation system is utilized to determine the areas of the teaching learning process that need to be improved and enhanced. This undertaking is designed to illustrate the comparative evaluation of students of the teaching behavioural attributes of the faculty members of the College of Business, Entrepreneurship and Accountancy covering the areas of evaluation of the classroom management and the teaching and evaluative techniques utilized by the faculty member. Since this study attempted to ascertain and compare the teaching behavioural attributes of tenured and non-tenured faculty members of the College as evaluated by the students, the descriptive correlational method of research was used. Respondents of the study were the freshmen students of all the program offerings of the College. The descriptive statistics used to summarize the profile of the respondents were percentages, frequency counts and mean and in the analysis and interpretation of the evaluation of the student-respondents as regards the teaching behavioural attributes of the faculty members, the weighted mean, the chi-square and Pearson r were used. A questionnaire was utilized to gather information from the respondents which consisted of two parts: Part 1 consisted of the profile of the respondents and Part II of the questionnaire proper consisted of the respondents’ evaluation on the different areas of evaluation on teaching behavioural attributes of the faculty members. This modified data gathering tool was patterned from the Teachers Behavioral Inventory tool used by the University of Cagayan Valley. With the conduct of this study, results have led to the conclusion that the profiles of the respondents along sex, age and program have a significant effect on the evaluation of the respondents on the different dimensions of the teaching behavioural attributes of both the tenured and the non-tenured faculty members. However, some areas or dimensions of the teaching behavioural attributes of both the tenured and non-tenured faculty members have not been significantly affected by the profiles of the respondents. Based from these findings of the study, it is therefore that the instructional staff of the college should utilize wide range of strategies in the delivery of the subject lesson particularly those that encourage students’ participation or involvement to pave the way for the students to express their ideas and develop in them self-confidence and boost their self-esteem and lastly, that the instructional staff of the college should devise different evaluative techniques aside from the traditional paper and pencil techniques to break the tedium of the class on same kind of evaluation