Internationalization, which is defined as “the process of integrating an international,

intercultural, or global dimension into the purpose, functions or delivery of postsecondary

education” (Ambrosio, 2014), has become an important issue in higher education.

International students bring different values, expectations, and behavioral norms into the

classroom. Consequently, instructors must be aware of, and respond to, these

differences. In an attempt to understand the diverse students, present in their classrooms,

instructors may seek generalized understandings of their students, especially as it

pertains to culture, pluralities, and associated learning styles. At the same time,

instructors must take care to acknowledge diversity across and among students (San

Antonio, Morales & Moral, 2011), responding to increasing calls to be linguistically and

culturally sensitive while avoiding overgeneralizations.

The faculty commitment was a key factor in the success of internationalization. For

faculty who engaged in teaching international students, support for internationalization

efforts and sense of readiness to engage in teaching international students were found to

be motivational factors in their work with international students (Harkness, 2012). While

some instructors embrace teaching international students, many others shy from these

experiences, viewing this instruction as adding to an already full workload (Bacong,

2018). Education professionals, including researchers, managers and teachers, address

multiple concerns as they contend with the challenge of improving student achievement

levels. One of these concerns is the need to ensure that teachers are highly competent.

Competent teachers provide good-quality teaching leading to better learning outcomes

(San Antonio, Morales & Moral, 2011). A key factor in determining the quality of teaching
is the professional learning of teachers. Indeed, sustained professional development for

teachers is a central factor in improving the quality of teaching (Bacong, 2018).

Boone (2016) reported that students learn best when the following characteristics

are present: (1) variability in teaching methods and materials, (2) interest, (3) clarity, (4)

task-oriented behavior, (5) teacher use of structuring comments, (6) student opportunity

to leam the material, (7) multiple levels of questions, and (8) enthusiasm. Boone (2016)

promoted the ten powerful instructional principles that he believed excellent teachers

apply which are: meaningfulness, prerequisites, open communication, organized

essential ideas, learning aids, novelty, modeling, active appropriate practice, pleasant

conditions and consequences, and consistency. Students come from different

backgrounds and have varied experiences and abilities. Good teaching is not only

dependent on teaching strategies or their effectiveness, but It also depends on individual

needs and adequacy of the content (Harkness, 2012).

In the Philippines, its educational system has several issues and concerns that

need to be addressed for educational reform (Bacong, 2018). These educational issues

include international, national and local concerns. International and national concerns

revolve around poor performance in achievement examinations. Classroom issues are

focused on teaching and learning. Major teaching issues revolve around the use of

effective teaching strategies. Learning issues include concerns such as motivation,

academic performance, and development of essential skills. Several studies had been

conducted to address these issues. The following review shows some of the major issues

and related concepts to teaching and learning (Wall, 2006).

 In most countries including the Philippines, teachers are usually made to attend

seminars/workshops or enroll in postgraduate courses to enhance their competencies –

knowledge, skills, attitudes and behaviors for effective job performance (Sanchez, 2014).

These traditional professional development options entail substantial costs aside from the

need for the teachers to leave their schools. This makes traditional professional

development initiatives for teachers difficult to sustain. Exploring other cost-beneficial

approaches for teachers’ professional development is an option for educators, who

recognize the value of continuous professional development for teachers in fostering

improved learning outcomes (San Antonio, Morales & Moral, 2011).

Creativity arises from the conglomeration of knowledge, creative thinking and

motivation of every individual (Bay, 2013). Teachers can apply this skill to escalate

students' thinking capabilities and to sustain interest in learning. They have major impact

in molding students‟ values and multiple intelligences which shall be translated into real

life situations meaningfully (Biongan ,2005). In Davao Region, Counts (2004) observation

on DepEd issues still resonate today. The assessment settled on students‟ motivational

preferences emanated from teacher-related factor (Bautista, Bernardo and Ocampo,

2008).