How Often Are The Following Istrucional Persnality

1.
How often are the following instructional personality indicators manifest as perceived by the
teachers and their students?
a. Teaching Behavior
Table 1
The Perceptions of the Teaches an d their Students
on the Teachers’ Instructional and Personality
as Manifested in their Teaching Behavior
Teachers Students
Teaching Behavior Weighted Mean Qualitative Weighted Mean Qualitative

Description Description
1. 3.77 Always 3.44 Always
3. 3.47 Always 2.88 Often
8. 3.08 Often 2.61 Often

Average Weighted Mean 3.67 Always 3.18 Often
Table 1 displays the perceptions of the teachers and their students on the teachers’ instructional
personality as manifested in their teaching behavior.
It is revealed from the table that out of 17 teaching behavior indicators, 16 of these are always
manifested by the teachers in their classes. However, the teachers “often “ return the works of their
students quickly. On the other hand, in general, the teachers perceived their teaching behavior as
“always” observed in the class. It implies that the teachers have a very good teaching behavior.
Likewise, the students have rated ten indicators of the teachers’ teaching behavior as “always”. It
means that their teachers as perceived by the student are very good on their teaching behavior along
these indicators. While, seven indicators of the teaching behavior of their teachers are assessed by the
students as “often”. it indicates that the teachers are good along these indicators as perceived by the
students. Generally, the teachers teaching behavior is “often” observed by the students in their classes.
It manifests that the teachers have good teaching behavior as perceived by the students.
b. Organizational Behavior
Table 2
The Perceptions of the Teachers and their Students
on the Teachers’ Instructional Personality as
Manifested in their Organizational Behavior
Teachers Students

11. 2.40 Sometimes 2.47 Sometimes
12. 1.54 Never 1.87 Sometimes

15. 1.95 Sometimes 2.32 Sometimes
Average Weighted Mean 2.70 Often 2.59 Often
The perception of the teachers and their students on the teachers’ instructional personality as
manifested in their organizational behavior are displayed in the Table 2. the table shows that the first
eight indicators of the teachers’ organizational behavior are rated by them as “always”. it implies that
the teachers are good along these organizational behaviors. Whereas, they “often: manifest ninth and
tenth organizational behaviors which means that the teachers are good along these lines of classroom
management. Likewise, they sometimes spend so much time in correcting students misbehavior and in
mood “sometimes” changes quickly which indicates that the teachers is not much good in these
organizational behaviors. While, the teachers were ignore misbehavior, never threaten their students
when they misbehave, ever embarrass their students w ho misbehave or who do not perform well, never
easily get angry and violent when misbehavior arises, and never send out their students of the classroom
or punish them when they misbehave. This reflects that the teachers are very humane with their students.
Generally, teachers as perceived by them manifest their instructional personality in terms
organizational behavior as “often” which mans they are good in classroom management. On he other
hand, the students perceived the organizational behavior of their teachers indicated in terms one to three,
and five to ten as “often” which suggests that their students rate the last seven indicators of their classes
along theses indicators. Similarly, students rate the last seven indicators of their teachers’ are not very
much satisfied on their teachers’ behavior along these items. However, their teachers “always” make
sure that they understand the classroom rules which means that the students are very much satisfied for
this indicators of their teachers’ organizational behavior is over, the general rating of the students’
perception on their teachers’ instructional personality terms of organizational behavior is “often”
manifested which shows that their teachers are in organizing their classes.
c. Socio-emotional Behavior
Table 3
The Perceptions of the Teachers and their Students
on the Teachers’ Instructional Personality as Manifested
in their Socio-emotional Behavior
Teachers Students

14. 2.84 Often 2.06 Sometimes

Average Weighted Mean 3.18 Always 2.94 Often
Table 3 exhibits the perceptions of the teachers and their students on the teachers instructional
personality as manifested in their socio-emotional behavior.
It is evident from the table that the teachers “always” treat their students fairly and praise positive
behavior. They, too, “always” smile at and greet their teacher, and also are “always” open, approachable
and accommodating to their student w ho along these indicators the teachers are very much stable in
their emotions. Likewise, items three to six and nine to fifteen indicators of socio-emotional behavior of
the teachers are “often” manifested the teachers in their instructional personality. It implies that the
manifestations of the teachers on these indicators of their socio-emotional behaviors are good. However,
in general, teachers’ instructional personality in terms of socio-emotional behavior is rated by as “often”.
it means that the teachers show good emotions in their classes.
Likewise, the students observe their teachers “always” praise their positive behavior and smile at
them. It suggests that their teachers are socially and emotionally very good on these areas. Similarly,
the student are “sometimes” visited by the teachers in their home. It manifests that home visitation is not
done regularly. On the other hand, the rest of the indicators of the teachers’ instructional personality in
terms of socio-emotional behavior are assessed by their students as “often”. It means that these
socio-emotional behaviors are most frequently dome by their teachers in an d out of their classrooms.
Generally, the students mark the instructional personality of their teachers in terms of socio-emotional
behavior as “often”. It indicates that their teachers are socially and emotionally good.
3. To what extent does the teachers instructional personality affect students’ motivation?
a. Teaching Behavior
Table 4
The Extent of the Effect of the Teacher’s Instructional
Personality in Terms of their Teaching Behavior
on the Students’ Motivation
Extent of the Effect of Teachers Students

Teaching Behavior on
Weighted Qualitative Description Weighte Qualitative Description
Students’ Motivation Mean d Mean
1. 3.45 To a Very Great Extent 3.36 To a Very Great Extent
3. 3.34 To a Very Great Extent 3.14 To a Great Extent
4. 3.11 To a Great Extent 2.83 To a Great Extent

Average Weighted Mean 3.41 To a Very Great Extent 3.24 To a Great Extent
The extent of the effect of the teachers’ instructional personality in terms of their teaching behavior on
the students’ motivation is exhibited in Table 4.
The table shows that the students’ motivation is affected to a great extent as perceived by the teachers
who help their students with their assignments and other learning tasks, and assign homeworks that help
their students learn. While, the rest of the indicators of the teachers’ teaching behavior as perceived by
them affect their students’ motivation to a very great extent. It means that the students are very much
motivated by these indicators of their teachers’ teaching behavior as perceived by them. In general, the
extent of the effect oft he teachers’ instructional personality in terms of their teaching behavior on their
students’ motivation is to a very great extent. It implies that the students are very greatly motivated by
the teaching behavior of their teachers.
Similarly, the students perceived seven indicators of their teachers’ teaching behavior affect their
motivation to a great extent. It suggests that these behaviors of their teachers have great bearing on their
motivation. While, seventeen of these indicators affect their motivation to a very great extent. It implies
that the teaching behavior of their teaches along these indicators have a very great effect on their
motivation. In general, the students perceived that their teachers’ instructional personality in terms of
teaching behavior have a great effect on heir motivation.
b. Organizational Behavior
Table 5
Personality in Terms of Their Organizational
Behavior on the Students’ Motivation
Organizational Behavior Teachers Students
Weighte Qualitative Description Weighted Qualitative Description

d Mean Mean
12. 2.63 To a Great Extent 2.49 To a Moderate Extent

14. 2.50 To a Moderate Extent 2.28 To a Moderate Extent
Average Weighted Mean 3.08 To a Great Extent 2.84 To a Great Extent
Table 5 presents the extent of the effect of the teachers’ instructional personality in terms of their
organizational behavior on the students’ motivation.
It is reflected from the table that the first ten indicators of the teachers’ organizational behavior as
assessed by them influence their students’ motivation to a very great extent. It implies that these
indicators have a very great effect on their students’ motivation. While, four indicators of the teachers’
organizational behavior greatly effect the motivation of their students, and the other three areas along
this behavior have a moderate effect on their students’ motivation. In general, the teachers’ instructional
personality in terms of their organizational behavior greatly affect their students’ motivation.
On the other hand, the students assess that nine indicators of their teachers’ organizational behavior
affect their motivation “to a great extent”. it means that these indicators greatly influence their
motivation. While, two of these indicators have very great effect on their motivation, and six of the areas
moderately affect their motivation. Generally, the teachers’ instructional personality in terms of their
organizational behavior greatly affects the students’ motivation as perceived by the students.
c. Socio-emotional Behavior
Table 6
Personality in Terms of Their Socio-emotional
Behavior on the Students’ Motivation
Organizational Behavior Teachers Students
Weighted Qualitative Description Weighted Qualitative Description

Mean Mean
7. 3.23 To a Great Extent 3.41 To a Very Great Extent

Average Weighted Mean 3.31 To a Very Great Extent 3.13 To a Great Extent
The extent of the effect of the teachers’ instructional personality in terms of their socio-emotional
behavior on the students’ motivation is presented in Table 6. The table shows that nine indicators of the
teachers’ socio-emotional behavior as perceived by them have a very great effect on their students’
motivation. It implies that their students are very greatly motivated by these nine socio-emotional
behaviors of the teachers. Likewise, the remaining seven indicators have a great effect on their students’
motivation. It means that these behaviors of the teachers greatly affect their students’ motivation.
Overall, the teachers’ instructional personality in terms of their socio-emotional behavior have very
great effect on their students’ motivation. It suggests that this behavior of their teachers motivates their
students “to a very great extent” to become better and wholesome person.
On the other hand, the students assess four indicators of their teachers’ socio-emotional behavior have
an effect on their motivation “to a very great extent”. it manifests that the students are very greatly
motivated by these behaviors of their teachers to behave and study very well. Similarly, the remaining
twelve indicators of their teachers’ socio-emotional behaviors affect their motivation “to a great extent”.
it means that these behaviors of their teachers have great bearing on them to become better persons and
perform well in the class. Generally, the students rate the effect of the teachers’ instructional personality
in terms of their socio-emotional behavior on students’ motivation “to a great extent”. it implies that the
said behavior greatly motivates the students to be very good in their behavior and performance.
4. What is the level of students’ learning outcomes?
Table 7
The Level of Students’ Learning Outcomes
Learning Outcomes Qualitative Description Frequency Percentage
90 - 100 Outstanding 305 46.5
85 - 89 Very Satisfied 220 33.5
80 - 84 Satisfactory 120 18.3
75 - 79 Fairly Satisfactory 11 1.7
Below 75 Did Not Meet Expectation 0 0
Total 656 100
Median 89.98 Outstanding
Table 7 displays the level of students’ learning outcomes.
It is evident from the results that out of 656 students, 305 or 46.5 percent of them obtain an
outstanding performance, and 220 or 33.5 percent are very satisfactory. While, 120 or 18.3 percent have
marks of fairly satisfactory. It is also noted that no students got below 75.
The researcher further infers that majority of the students perform above satisfactory. It implies that
the students have very good learning outcomes. It means that the students are highly motivated to study
or to learn very well.
Furthermore, the overall learning outcome of the students is 89.98 described as “outstanding”. it
suggests that the students are very highly motivated to study or learn to a very great maximum level.
5. Is there a significant difference between the perceptions of the teachers ans students on the
instructional personality of the teachers?
Table 8
Results of Significant Difference Between the Perceptions of the Teachers and Students on the
Instructional Personality of the Teachers
Variables Significanc Alpha Analysis Decision Remarks

e of t (P)
Teachers and Students’ Perception on 0.0094 0.0500 P<x Reject Ho Significant

Teachers’ Teaching Behavior

Teachers’ Organizational Behavior

Teachers’ Socio-emotional Behavior
Teachers and Students’ Perception on the 0.0198 0.0500 P<x Reject Ho Significant
Teachers’ Instructional Personality
The results of significant difference between the perceptions of the teachers’ and students on the
instructional personality of the teachers are displayed in Table 8.
It is revealed from the results that the computed P-values are less than the value of alpha (x) = 0.0500.
Hence the null hypothesis is rejected at 0.05 level of significance. Thus, there is significant difference
between the perceptions of the teachers and students on the instructional personality of the teachers. It
implies that the perceptions of the teachers on their instructional personality in terms of teaching,
organizational, and socio-emotional behaviors differ from that of their students’ perceptions.
The researcher further infers that the teachers have better perceptions on their teaching, organizational,
socio-emotional behaviors and instructional personality than their students as evidenced by their average
weighted means indicated in Tables 1,2, and 3.
6. Is there a significant relationship between and among the instructional personality of teachers as
perceived by the students and its motivational effect on them and in their learning outcomes?
a. Teachers’ Instructional Personality and Its Motivational effect on the Students
Table 9
Results of Significant Relationship Between the Teachers’ Instructional Personality as Perceived by the
Students and Its Motivational Effect on Them
Variables Significant Alpha Analysis Decision Remarks

of r (P)
Teachers’ Teaching Behavior and the 0.0069 0.0500 P<x Reject Ho Significant
Motivational Effect on the Students
Teachers’ Organizational Behavior and 0.0072 0.0500 P<x Reject Ho Significant

the Motivational Effect on the Students
Teachers’ Socio-emotional Behavior and 0.0086 0.0500 P<x Reject Ho Significant

Its Motivational Effect on the Students
Teachers’ Instructional Personality and 0.0086 0.0500 P<x Reject Ho Significant

Its Motivational Effect on the Students
Table 9 exhibits the results of significant relationship between the teachers’ instructional personality as
perceived by the students and its motivational effect on them.
The results show that the significance of r-values or P-values are less than the value of x=0.0500. this
signifies the rejection of the null hypothesis at 0.05 significance level. Therefore, significant relationship
exists between the teachers’ instructional personality as perceived by the students and its motivational
effect on them. It suggests that the teachers’ teaching, organizational and socio-emotional behaviors, and
their instructional personality as perceived by the students strongly affect their motivation.
b. Teachers’ Instructional Personality and Students’ Learning Outcomes
Table 10
Results of Significant Relationship Between the Teachers’ Instructional Personality as perceived by the
Students and Their Learning Outcomes

of r (P)
Teachers’ Teaching Behavior and 0.0057 0.0500 P<x Reject Ho Significant

Students’ Learning Outcomes



The results of significant relationship between the teachers’ instructional personality as perceived
by the students and their learning outcomes are exhibited in Table 10.
It is evident from the results that the significance of r-values or computed P-values are less than the
value of x=0.0500. for this reason, the researcher rejects the null hypothesis at 0.05 level of significance.
As a result, significant relationship exists between the teachers’ instructional policy as perceived by the
students and their learning outcomes. This indicates that the students learning outcomes are greatly
effected by the teachers’ teaching, organizational and socio-emotional behaviors, and their instructional
personality as perceived by the students.
c. Motivational Effect an d Students’ Learning Outcomes
Table 11
Results of Significant Relationship Between the Motivational effect of the Teachers’ Instructional
Personality and Students’ Learning Outcomes

of r (P)
Motivational Effect of Teachers’ 0.0055 0.0500 P<x Reject Ho Significant
Teaching Behavior and Students’
Learning Outcomes
Organizational Behavior and Students’
Learning Outcomes
Socio-emotional Behavior and Students’
Learning Outcomes
Instructional Personality and Students’
Learning Outcomes
Table 11 present the results of significant relationship between the motivational effect of the
teachers’ instructional personality and students learning outcomes.
The results show that the significance of r-values or the computed P-=values are less than the value
of x=0.0500. hence, the null hypothesis is rejected at five percent level of significance. Thus, there is
significant relationship between the motivational effect of the teachers’ instructional personality and
students’ learning outcomes. It implies that the motivational effect of the teaches’ teaching,
organizational and socio-emotional behaviors, and their instructional personality as perceived by the
students have strong bearing on the students’ learning outcomes.
7. Is there a significant relationship between the instructional personality of the teachers as perceived by
them and its impact on students’ motivation?
Table 12
Results of Significant Relationship Between the Instructional Personality of the Teachers as Perceived
by them and Its Impact on Students’ Motivation

of r (P)
Teachers’ Teaching Behavior and Its 0.0170 0.0500 P<x Reject Ho Significant
Impact on Students’ Motivation
Its Impact on Students’ Motivation
The results of significant relationship between the instructional personality of the teachers as
perceived by them and its impact on students’ motivation are presented in Table 12.
It is reveal ed from the results that the significance of r-values or the computed P-values are less
than the values of x=0.0500. this signifies the rejection of the null hypothesis at five percent significance
level. Therefore, there is significant relationship between the instructional personality of the teachers as
perceived by them and its impact on students’ motivation. It suggests that he students’ motivation is
strongly affected by the teachers’ teaching, organizational and socio-emotional behaviors, and their
instructional personality as perceived by them.

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1.

The Perceptions of the Teaches an d their Students

on the Teachers’ Instructional and Personality

as Manifested in their Teaching Behavior

Teaching Behavior Weighted Mean Qualitative Weighted Mean Qualitative

1. 3.77 Always 3.44 Always

2. 3.62 Always 3.36 Always

3. 3.47 Always 2.88 Often

4. 3.29 Always 2.52 Often

5. 3.95 Always 3.41 Always

6. 3.83 Always 3.47 Always

7. 3.98 Always 3.26 Always

8. 3.08 Often 2.61 Often

9. 3.90 Always 3.44 Always

10. 3.95 Always 3.38 Always

11. 3.43 Always 3.04 Often

13. 3.91 Always 3.29 Always

14. 3.50 Always 3.02 Often

15. 3.93 Always 3.34 Always

16. 3.47 Always 3.11 Often

17. 3.92 Always 3.42 Always

Average Weighted Mean 3.67 Always 3.18 Often

The Perceptions of the Teachers and their Students

on the Teachers’ Instructional Personality as

Manifested in their Organizational Behavior

Teaching Behavior Weighted Mean Qualitative Weighted Mean Qualitative

1. 3.53 Always 3.06 Often

2. 3.62 Always 3.09 Often

3. 3.88 Always 3.07 Often

4. 3.91 Always 3.37 Always

5. 3.68 Always 3.18 Often

6. 3.60 Always 3.11 Often

7. 3.54 Always 2.92 Often

8. 3.40 Always 2.95 Often

9. 3.00 Often 2.52 Often

10. 2.91 Often 2.60 Often

11. 2.40 Sometimes 2.47 Sometimes

12. 1.54 Never 1.87 Sometimes

13. 1.37 Never 1.86 Sometimes

14. 1.32 Never 1.88 Sometimes

16. 1.26 Never 2.01 Sometimes

17. 1.07 Never 1.77 Sometimes

Average Weighted Mean 2.70 Often 2.59 Often

The Perceptions of the Teachers and their Students

on the Teachers’ Instructional Personality as Manifested

in their Socio-emotional Behavior

Teaching Behavior Weighted Mean Qualitative Weighted Mean Qualitative

1. 3.65 Always 3.09 Often

2. 3.74 Always 3.32 Always

3. 2.95 Often 2.95 Often

4. 3.14 Often 3.00 Often

5. 2.93 Often 2.91 Often

6. 2.79 Often 2.73 Often

7. 3.80 Always 3.36 Always

8. 3.86 Always 3.20 Often

9. 2.89 Often 2.91 Often

10. 3.05 Often 2.77 Often

11. 2.96 Often 3.10 Often

12. 2.92 Often 2.84 Often

13. 2.91 Often 2.83 Often

14. 2.84 Often 2.06 Sometimes

16. 3.53 Often 3.25 Often

Average Weighted Mean 3.18 Always 2.94 Often