Faculty Members’ Perspective on Theoretical Orientation, Dimensions and Elements of Effective Teaching

This study was conducted to find out the theoretical orientation of the faculty members of the University of Southern Mindanao (USM), Kabacan, Cotabato, Philippines on effective teaching whether leaning towards the Behaviorist or Constructivist learning theory. Further, dimensions and elements of effective teaching were identified based on their theoretical orientation. The study used the descriptive – cross-sectional survey design because it sought to find out the perspective of the faculty, differences in faculty perspective when grouped according to length of serviceand educational qualification. It used random sampling by proportionate allocation of 30% of faculty members per college or institute. They were chosen based on their length of serviceand educational qualification. The instrument that was used in this study is a questionnaire of twenty items, each with two statements about teaching. One statement leans towards Behaviorist view and the other towards the Constructivist view. Statements were randomly arranged to start with either Behaviorist or Constructivist view. The faculty members chose the statement they considered important in effective teaching. From their answers, the dimensions and elements of effective teaching were identified.USM faculty members’ view of effective teaching leans towards the Constructivist theory. The identified elements of effective teaching by USM faculty members under the dimension of Intellectual Quality, Quality Learning Environment, and Significance of Learning conform to the Constructivist view; however, they prefer a Teacher Directed instruction. Regardless of length of service and educational qualification, the faculty members of USM are Constructivist in orientation.

Keywords: Faculty members’ perspective, theoretical orientation, dimensions, elements, effective teaching.