The Asia-Pacific Education Researcher 17:2 (2008), pp.

157-171

Inquiring into Filipino TTeachers’

eachers’ Conceptions
of Good TTeaching:
eaching: A Qualitative Research Study
Ma. Alicia Bustos-Orosa
Counseling and Educational Psychology Department
De La Salle University, Manila, Philippines
orosam@dlsu.edu.ph

Teacher beliefs and conceptions about good teaching were explored among Filipino teachers
from private schools and universities situated in different provinces throughout the country.
Teacher respondents from elementary, high school and college levels (N=272) were asked to
respond to an open-ended questionnaire for the study from which qualitative research data
were gathered. Qualitative analysis of the data was conducted by identifying dominant emergent
thematic categories and related core ideas. The study concludes that Filipino teachers’ constructs
of the nature of good teaching involve personality-based trait dispositions and teaching
competence-based dispositions. These conceptions are also rooted in Filipino cultural ideals
and values.

Keywords: teachers’ conceptions, teachers’ beliefs, good teaching, qualitative research, Philippines

The quest for good teaching has been an
unending inquiry in the academe. Perhaps the
interest in good teaching is strengthened by the
prevalent assumption that a good teacher makes good
students. However, the complexity of the teaching-
learning process and the unpredictable nature of
classroom dynamics often hinder good teaching.
With marked reforms implemented in the
educational system, expectations of teacher
characteristics and teaching competencies are also
evolving. More often, ineffective teaching has been
linked to student rather than teacher factors. In a
Department of Education Memorandum, it is even
stated that “several factors constrain teachers from
playing their role as facilitators of the learning
process” (Philippine Department of Education
Bureau of Secondary Education, 2002). Even
more critical is the fact that there has been a dearth
of research on teaching in Philippine schools.
Apart from Reyes (2001), there has been no
systematic investigation of teaching expertise
pursued in the last five years.
Thus, the current study aims to elucidate critical
constructs and variables related to teaching and
learning, specifically focusing on teacher beliefs
about good teaching that might inform teaching
practices and changing instructional roles.
REVIEW OF RELATED LITERATURE
Studies on teacher beliefs
Teachers’ thoughts and beliefs are integral
aspects of successful teaching. Teachers’ thinking

© 2008 De La Salle University, Philippines

158 THE ASIA-PACIFIC EDUCATION RESEARCHER
may be guided by a personally held system of
beliefs, values and principles or by a broad
knowledge base of content and teaching strategies
that inform their teaching practice and go largely
unarticulated (Isenberg, 1990; Pajares, 1992).
However, Pajares (1992) states that as a global
construct, belief does not lend itself easily to
empirical investigation.
Beliefs are formed from personal experiences,
education and values. They are a major
determinant of behavior as teachers respond to
questions and make classroom decisions. Beliefs
about teaching, learners, or a teacher’s role for
example guide teachers in their practice, and are
derived from sources such as experience and
personality (Donaghue, 2003).. Teachers’ beliefs
are often implicit and unarticulated, yet they
influence teacher perceptions, judgments, and
decisions and direct teachers to act in certain ways
(Vartuli, 2005). Also related to this issue is self-
image; subconsciously or consciously, teachers
may wish to promote a particular image of
themselves (Donaghue, 2003).
Traits of good teachers
The research on good teaching nonetheless
seems to all notably point to specific personality
traits and dispositions – such as being caring,
courageous, kind (McIntyre & Battle 1998; Murphy,
Delli & Edwards, 2004; Noddings, 2001). It is quite
interesting to note that in most studies about good
teaching, intangible traits of personhood and
integrity are mentioned equally as competence to
some extent. McIntyre and Battle (1998) also
identified 4 trait configurations: personality traits,
respectful treatment of students, behavior
management practices, and instructional skills.
In most studies, traits of good teachers are
largely described rather than categorized into a
specific personality type (Palmer, 1993). Good
teaching has also been related to personal integrity
(Palmer, 1993), honesty, genuineness, and respect
for students, materials, and the process of teaching
(Kane, Sandretto & Heath, 2002).
Good teaching comes in an astonishing array of
forms. The congruence between method and the
VOL. 17 NO. 2
teacher’s identity has been cited as a source of
good teaching (Palmer, 1993). Murphy et al.
(2004) concluded that good teaching emphasizes
the value of the interpersonal aspects rather than
the academic goals of teaching.
Studies of excellent or exemplary teachers
One other approach to the study of teaching
effectiveness and good teaching has been to focus
instead on the practices of excellent teachers
(Nuthall, 2004, p. 281). In the early 1990’s,
Hopkins and Stern (1995) synthesized the findings
of case studies and identified the six most important
characteristics of excellent teachers : a passionate
commitment to doing the very best for their students,
a love of children enacted in warm, caring
relationships, pedagogical content knowledge (e.g.,
knowing how to identify, present, and explain key
concepts), use of a variety of models of teaching
and learning, a collaborative working style with
other teachers to plan, observe and discuss each
other’s work; and a constant questioning of,
reflecting on, and modifying of their own practice.
Bhattacharya (2004) also cites the study of
Darby (1997) which found that the quality of
teaching is derived broadly from two types of
attribute: technical skills (content, organization,
applicability) and personal skills (attitude,
empathy). Kolis and Dunlap (2004) meanwhile
refer to the K3P3 model which illustrated the
interplay between knowledge bases and
pedagogical processes. At the highest level of
expertise, the master teacher provides a seamless
integration of the three knowledge bases through
the three pedagogical knowledge processes in
order to facilitate the actualization of student
learning (Gage, 1978 as cited in Kolis & Dunlap,
2004). The three knowledge bases specifically
are: student knowledge base, content knowledge
base, and learning knowledge base.
A local study examining teaching expertise was
conducted by Reyes (2001) among 69 expert
teachers from Philippine private and state colleges
and universities. In the model-building study, Reyes
reveals that expert teaching is comprised of 6 sub-
domains, namely: subject matter expertise,
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING
classroom management expertise, instructional
expertise, diagnostic expertise, relational expertise,
and communication expertise. Aside from these
sub-domains, Reyes also identifies ‘enhancers’ or
teacher characteristics or behaviors that have
“corresponding observable effects on the interest,
attention, and engagement of the students in the
classroom learning activities and on the teachers’
rapport with the class” (p. 33).
RESEARCH PROBLEM
Given the premise that teacher beliefs and social
cognitions can influence teaching practices, the current
study adopted the objective of exploring Filipino
teachers’ beliefs and cognitions about good teaching.
Furthermore, the study intended to generate new
models for categorizing and understanding these
concepts and beliefs about good teaching based on
these specific dimensions:
a. What is the nature of good teaching?
b. What personal and social qualities of
teachers are related to good teaching?
c. What knowledge and pedagogical
processes are related to good teaching?
As such, no conceptual nor theoretical framework
was used on which to anchor the analysis of the
research data in this study. The outcomes provide a
culturally-appropriate framework for exploring these
social cognitive variables for purposes of
understanding teachers’ beliefs about good teaching.
METHOD
As the study was qualitative in nature, the
researcher developed a brief open-ended
questionnaire with the following questions written
in English:
1. Think of a teacher who exemplifies good
teaching. Why would you say that he/she
is a good teacher?
OROSA, M.A.B. 159
2. How would you describe the qualities that
make him/her a good teacher?
3. Do you think that as a good teacher, s/he
possesses the knowledge in his/her subject
area? Why would you say that he/she is
knowledgeable?
Questionnaires were then distributed to 272
teachers (Males= 70, Females= 199, No indication
= 3) from eight (8) private schools and universities
in different cities and provinces in the Philippines
namely: Metro Manila, Bacolod, Iligan, and
Batangas . These cities and provinces are widely
distributed throughout the country’s archipelago
with four schools from Luzon, one from Visayas,
and two from Mindanao. All the private schools
and universities included in this study were affiliated
with and supervised by a widely-respected
Catholic University System.
All the responses of the participants were then
encoded verbatim. As the respondents were quite
well-versed in English, no responses had to be
translated. The various responses were then content
analyzed and coded individually by the researcher.
The content analysis was then validated by two
research associates who were PhD candidates in
Educational and Counseling Psychology prior to
determining the final thematic categories for the
responses to each of the research questions.
Once the data coding of the responses was
validated, the coded responses were then
categorized into themes. A frequency count of the
responses under each thematic category was then
undertaken. From these, a final set of thematic
categories were then developed by the researcher
and again audited by the two research associates.
An external audit review was then done by a
professional colleague of the researcher for
verification of categories and themes.
The study adapted guidelines from Heppner and
Heppner (2004) where categories that emerged
from the analysis of the data were separated into
three types (general, typical, variant) and
summarized in a table. Furthermore, an indication
of how often a response was given is provided as
general, typical or variant. In ‘general’ responses,
160 THE ASIA-PACIFIC EDUCATION RESEARCHER VOL. 17 NO. 2

almost all of the participants indicated the response. RESULTS

‘Typical’ responses were stated at least by a fourth
to half of the participants. On the other hand,
responses indicated as ‘variant’ were mentioned
by only one or two participants. In the analysis of
the data, there were also no variances in the
responses of the three educational levels (i.e.,
elementary, high school, college) identified. The
summary tables will help the reader better
understand the results and inform the reader as to
how common the conceptions were among the
teacher respondents in the study.
In the succeeding discussion, the qualitative
results of the study based on the research questions
posed are presented. As stated, responses to each
of the questions were coded into core ideas and
themes were generated to exemplify the various
dimensions investigated in the study.
In defining the nature of good teaching, a
summary of the themes and core ideas gathered
from the qualitative results is given in Table 1.
Based on the data, the researcher categorized the

Table 1
Themes and Core Ideas on the Nature of Good Teaching

Major Themes and Frequency

Core Ideas
Underlying Themes of Responses

Dispositional and Personality-related traits

Caring and concern for General ≈ Caring

others’ welfare ≈ Love for children
≈ Empathy
Ability to inspire General ≈ Drawing out the best in students
students ≈ Inspiring
≈ Has a positive effect on student’s life
≈ Motivating
Commitment to the General ≈ Passion for teaching
profession ≈ Drive for excellence
≈ Professional commitment
≈ Professional attitudes (punctuality, diligence,
well-preparedness, efficiency)
≈ Collegiality
≈ Faithfulness to vision and mission of school
Ethical conduct and Typical ≈ Integrity
integrity ≈ Ethics
≈ Just and fair
≈ Consistency
≈ Professionalism
≈ Acts a good role model
≈ Positive regard for students and colleagues
Self-awareness and Typical ≈ Self-assurance
confidence ≈ Self-awareness
≈ Humility
Motivation for self- Typical ≈ Openness to experience
improvement ≈ Dynamism
≈ Versatility
≈ Well-rounded personality
≈ Optimism
≈ Patience for learning
table continues..
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING OROSA, M.A.B. 161

Table 1 continued

Spirituality Variant ≈ God-fearing

Physical attributes Variant ≈ Personal grooming
Sense of humor Variant ≈ Has a sense of humor

Teaching Competence

Pedagogical knowledge and skills General ≈ Classroom management behaviors

≈ Lesson Planning
≈ Resourcefulness
≈ Setting conditions for effective learning (makes
learning fun and enjoyable)
≈ Use of a variety of instructional strategies
≈ Setting appropriate learning expectations
≈ Result-oriented
Knowledge of content and ≈ Innovation and creativity
subject matter Typical ≈ Content mastery
≈ Simplifies content to students’ level
≈ Alignment of content and strategy
≈ Explains well
≈ Attention to details
Emphasis on the application of ≈ Insightful
knowledge Typical ≈ Social relevance of teaching context
≈ Teaching by example
≈ Discovery and hands-on learning
≈ Focus on application
Communication skills ≈ Develops critical thinking
Typical ≈ Mastery of the medium of instruction
≈ Has an audible voice
Research skills ≈ Conversant
Transformative role Variant ≈ Teacher as researcher
Variant ≈ Catalyst of change

findings under two major themes that were apparent
from the data analysis: (1) Dispositional and
personality-related traits and (2) Teaching
competence-related variables.
Subsumed under personality-related traits are
core ideas that refer to teacher beliefs which related
good teaching to the teacher’s inherent personality
traits, internal attributes, attitudes, self-concept,
and even social-emotional states. Under this
theme, caring and concern for others’ welfare,
ability to inspire students, and professional
commitment were the most recurrent responses
given by the teacher participants . Second to
these were ethical conduct and integrity, self-
awareness and confidence, and motivation for self-
improvement. Remarkably, there were also teacher
respondents who pointed to spirituality, physical
attributes, and sense of humor as integral to the
nature of good teaching.
Under the thematic category of teaching
competence, core ideas include teacher behaviors,
cognitions, and skills that are related to classroom
teaching per se. In this category, there is emphasis
on the role of the teacher, aptitude and expertise.
In the analysis of the data under this thematic
category, pedagogical knowledge and skills were
the most common responses given. Knowledge of
content and subject matter, emphasis on the
application of knowledge, and communication skills
were also highlighted by the teacher respondents.
Research skills and the transformative role of
teaching were sparsely mentioned however.
162 THE ASIA-PACIFIC EDUCATION RESEARCHER VOL. 17 NO. 2

The summary of themes and core ideas for the
qualities of a good teacher are outlined in Table 2.
Akin to the analysis on the nature of good teaching,
responses were also categorized under two
thematic categories: personality-related trait
dispositions and teaching competence-related
traits.
In illustrating the qualities of a good teacher,
much importance is given to a teacher’s adeptness
in establishing personal relationships, caring and
concern, ethical conduct and temperament. It
is evident that a good teacher is perceived to
b e s o c i a b l e , c a r i n g , k i n d , t r u s t w o r t h y,
respectful, happy, motivating and enthusiastic.
Similarly, the good teacher is perceived to also be
self-assured, wise, having a sense of humor, well-
groomed and spiritual to a certain degree by a few
respondents.

Table 2
Themes and the Core Ideas related to the Qualities of a Good Teacher

Major Themes and Frequency

Core Ideas
Underlying Themes of Responses

Dispositional and Personality-related traits

Adeptness in establishing Typical ≈ Has good rapport with students

personal relationships ≈ Flexible
≈ Sensitive
≈ Friendly
≈ Patient
≈ Approachable
≈ Good listener
≈ Establishes relationship with colleagues
Caring and concern for Typical ≈ Caring
others’ welfare ≈ Kind
≈ Shows concern
≈ Motherly/fatherly
≈ Compassionate and generous
≈ Empathetic
≈ Sincere
≈ Life-affirming
≈ Appreciative
≈ Inspiring
Professional commitment Typical ≈ Loyal and dedicated
≈ Has a passion for teaching
≈ Faithfulness to the mission and vision of the
school
≈ Manifests an academic/research attitude
≈ Collegiality
Ethical conduct Typical ≈ Trustworthy
≈ Respects students
≈ Fair/Has integrity
≈ Good role model
table continues..
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING OROSA, M.A.B. 163

Table 2 continued

Temperament Typical ≈ Happy

≈ Motivating/Pleasing
≈ Enthusiastic
Self-awareness Variant ≈ Self-assured
≈ Self-aware
≈ Self-confident
≈ Humble
Age and wisdom Variant ≈ Wise
Sense of humor Variant ≈ Has a sense of humor
Physical attributes Variant ≈ Looks dignified
≈ Well-groomed and neat
Spirituality Variant ≈ Values-centered
≈ Values teaching as service
≈ Christian
≈ God-fearing
Teaching Competence-related variables

Building expertise Typical ≈ Motivated to improve in teaching

Student-centeredness
Adeptness with instructional
methods
Classroom management skills
Focus on application of
knowledge
Communicating skills
≈ Intelligent
≈ Knowledgeable
≈ Lifelong learner
≈ An expert
≈ Thinks critically
≈ A wide reader
≈ Organized
≈ Academically-equipped in the field of
specialization
Typical ≈ Responds to learner differences in ability levels
≈ Acknowledges developmental needs of students
≈ Adaptive to students’ needs and pace of learning
≈ Can simplify content to students’ level
Typical ≈ Has good presentation skills
≈ Resourceful
≈ Creative
≈ Innovative
≈ Uses a variety of teaching strategies
≈ Literate with technology
Typical ≈ Good planner
≈ Anticipates what can happen in the classroom
≈ Manages student behaviors well
≈ Manages time effectively
Typical ≈ Makes a lesson meaningful
≈ Connects lessons to real life
≈ Makes subject matter interesting
≈ Provides examples
≈ Acts as a facilitator
≈ Engages students in critical thinking
Typical ≈ Proficient language ability
≈ Audible voice
164 THE ASIA-PACIFIC EDUCATION RESEARCHER
In describing the teacher as a compassionate
and caring person, teachers stated:
“A good teacher has the heart to touch the
children”
“She can also be their second mother who is
willing to help in any way she can.”
The responses also emphasize the inspiring role
teachers have in students’ lives. As teacher
respondents stated:
“There is one teacher who taught me that
‘Education is not just filling the bucket. It’s
lighting a fire’ and for me she is one of the
teachers who exemplifies good teaching”
“has the ability and desire to make the
students discover their gifts and talents which
they can fully utilize to build a better future
for themselves.”
“gives so much of herself in teaching not only
about the lesson but most of all about life.”
The reference to values teaching and spirituality
of good teachers was also noted in some of the
responses given, such as:
“models true Christian values, grows in
personal faith life, prays and shares faith with
the students and views education and
formation of students as a priority.”
Nonetheless, there is consistency in the notion
that good teachers should also be competent in
their work. The respondents also highlighted the
value of building expertise, student-centeredness,
adeptness with instructional methods, classroom
management skills, and focus on application of
knowledge. These pedagogical and knowledge-
based skills however, were equally valued as one’s
commitment to teaching and proficiency in language
and communication.
In this study, teacher respondents related that a
competent teacher may be described as:
VOL. 17 NO. 2
“A well-prepared teacher knows what to
teach, how to teach and has good command
of the subject matter being taught”
“has the facility to deliver lectures with
amazing spontaneity in simplistic ways that
become clearly understandable by students”
“provides a thorough, clear, interactive
presentation/discussion of material.”.
Within teaching-competence related variables,
building expertise was cited as characteristic of
good teachers. In building expertise, there is the
notion that teachers should be well-informed about
content. For Filipino teachers, it was evident that
teaching is closely related to one’s own abilities,
intelligence, and areas of expertise. Nevertheless,
in building expertise, a good teacher also has to
be a lifelong learner and interested in developing
one’s knowledge base in the field. A succinct
response to this item was “you cannot give what
you do not have.”
Responding to learners’ needs and adapting
student-centered teaching were also cited as
descriptive of good teachers. Statements
illustrating this description included that a good
teacher:
“goes down to the level of students’ level of
understanding”
“is sensitive and easily thinks of strategies
that suit the needs of the students”.
Hence, there is apparent reference to a
teacher’s proficiency to effectively adapt teaching
to the pace of learning and ability levels of the
students.
Equally emphasized was that temperament (i.e.,
being happy, enthusiastic, motivating, and pleasing)
which includes positive traits or dispositions is also
highly regarded as characteristic of a good teacher.
A few respondents also pointed to physical
attributes and appearance as an important
perception of good teachers.
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING OROSA, M.A.B. 165

In the following section, a summary of the
emergent thematic categories and core ideas
related to the knowledge and processes attributed
to good teaching are presented in Table 3. When
the teacher respondents were asked as to the kind
of knowledge that a good teacher should possess,
their responses indicated five major categories: (1)
content knowledge, (2) knowledge of content
application, (3) knowledge of learner differences,
(4) knowledge of instructional models, and (5)
adeptness in interpersonal relationships.
Content knowledge may be defined as one’s
knowledge of the subject matter, academic
background, motivation for building expertise, and
valued expertise. In this category, Filipino teachers
attribute good teaching to content mastery and
expertise. Such expertise is further substantiated
by the recognition by peers that a good teacher is
an expert based on the awards and continuous
training or education he/she receives or pursues in
the field of specialization.

Table 3
Knowledge and Processes Attributed to Good Teaching

Major Themes Underlying Themes Frequency Core Ideas

Content Knowledge Knowledge of subject General ≈ Expertise in the field

matter ≈ Content mastery
≈ In-depth knowledge and
understanding of content
≈ Knowledge of appropriate resources
≈ Insightful about the content area
≈ Comprehensive teaching
≈ Accuracy and reliability of
information imparted
≈ Good grasp of concepts in the field
≈ Goes beyond textbook content
Academic background Typical ≈ Previous educational experience
≈ Related industry practice
≈ Awards received
≈ Continuous training in the field
≈ Continuing education in the content
area
≈ Credibility
Motivation for building Typical ≈ Updates oneself professionally
expertise ≈ Voracious reader
≈ Lifelong learner
Valued expertise Variant ≈ Has an inherent love for field of
expertise
≈ Personally values knowledge taught
Knowledge of Clarity in presentation Typical ≈ Can answer students’ questions
content application of concepts ≈ Ability to present subject matter in
practical and relevant terms
≈ Ability to explain and discuss subject
matter well
≈ Simplifies content
≈ Has purpose and organization of
concepts
table continues..
166 THE ASIA-PACIFIC EDUCATION RESEARCHER VOL. 17 NO. 2

Table 3 continued

Authentic learning Typical ≈ Goes beyond the lesson

≈ Emphasis on student application of
learning
≈ Provision for practical life
experiences related to learning
≈ Practical and relevant teaching
Precision of Typical ≈ Explains ideas well
language use ≈ Confident in verbalizations
≈ Rephrases
Art of questioning Typical ≈ Asks good questions
Integration with Typical ≈ Ability to integrate with other
other disciplines disciplines
≈ Understands related issues
≈ Integrates new knowledge
Knowledge of learner Adaptive teaching Typical ≈ Responds to individual differences
differences ≈ Adjusts teaching to students’ learning
needs
Knowledge of Adaptive Typical ≈ Organizes key ideas
instructional models instructional models ≈ Organizes classroom learning
experiences
≈ Creative in use of a variety of teaching
strategies
≈ Executes a good lesson plan
Teaching for critical Variant ≈ Encourages students to think critically
thinking ≈ Makes students excel in competitions

The findings in this dimension are closely similar
to the responses on the traits of good teachers
regarding content mastery and building expertise.
Responses that exemplify content mastery also refer
to a wide knowledge base about a content area often
manifested in one’s ability to answer questions, to go
beyond the text, and facility to expound on the subject
matter. Some responses included:
“he can readily accept challenges especially
in an unexpected moment when students ask
questions that are unexpected”
precision of language use, art of questioning, and
integration with other disciplines. Responses given
that relate to knowledge of content application
stated that a good teacher:
“has the ability to link the subject matter to
other fields and other ways where his/her
teaching can be a means of answering
practical and concrete problems at present”
“can elaborate and give graphic examples or
illustrations to abstract concepts”

“she can expound on the subject matter well” “can provide examples which are life-based”

“you can tell if he expounds without hesitation “can provide alternative examples and
when asked.” activities”

“takes knowledge and translates it to students

The theme of knowledge of content application
in a way which is comprehensible to them,
refers to good teaching as involving: clarity in the yet retains its originality.”
presentation of concepts, authentic learning,
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING
In this regard, good teachers are able to relate
content to students’ needs and are able to make
connections with other disciplines and new
knowledge.
In this study, there is also notable emphasis on
the teacher’s ability to respond to the needs of
individual learners in the classroom. Good
teachers are reportedly flexible with the pace
of instruction, have established routines and
transitions and makes use of instructional time
effectively. Responses that illustrate this key point
included:
“She takes the students from where they are
and provide experiences that will measure
success.”
“During our classes before, she gave us
activities where we could develop our
communication skills. We engaged in role
plays, dialogues, etc.”
Filipino teachers also highlighted adapting
instructional models and teaching for critical
thinking as important to good teaching. The
reference to challenging students in evident in the
response that teachers can make students excel in
competitions. An illustrative statement in this regard
was that good teachers:
“provide experiential learning area where
learners can apply practical knowledge and
life skills”
“provide opportunities for critical thinking.”
DISCUSSION
Beliefs and Conceptions about Good Teaching
The prominence attributed to dispositions and
personality traits in relation to good teaching is
congruent with research studies cited previously
(Kane et al, 2002; McIntyre & Battle, 1998;
Murphy et al., 2004; Palmer, 1993) including the
emphasis on good teaching as caring and concern
OROSA, M.A.B. 167
for others (McIntyre & Battle 1998; Murphy et
al., 2004; Noddings, 2001). The findings are also
similarly fitting with the conclusion offered by White
(1995) that the personality of the teacher is the
most important factor in a successful teacher.
Integrity, self-knowledge, and ethical conduct were
also accentuated (Palmer, 1993). Good teaching is
also ascribed to personality traits, a construct that
some researchers opt to call dispositions. Katz
(1993) defines a disposition as a tendency to exhibit
frequently, consciously, and voluntarily a pattern
of behavior that is directed to a broad goal.
On the other hand, Ritchchart (2001) views
dispositions as a collection of cognitive tendencies
that capture one’s patterns of thinking, a definition
grounded on a dispositional view of intelligence
(Ritchchart, 2001, as cited in Thornton, 2006).
Further, similar to Thornton (2006) and Ritchchart
(2001; as cited in Thornton, 2006), the study
indicated that Filipino teachers believe that
professional dispositions are essential to good
teaching. Thus, if one were to follow this argument,
dispositions as cognitive tendencies would also
aptly characterize both personality-based traits and
teaching competence-related variables (e.g.,
building expertise) identified in the current study.
Good teaching hence, may largely be associated
with dispositional traits.
In this study, it was also evident that caring and
ensuring smooth interpersonal relationships are
construed as desirable traits. Reyes (2001)
referred to this as the expert teacher’s ‘relational
expertise.’ However, these traits may in essence
be embodied in a cultural concept Filipino
anthropologists call asal (Jocano, 1997). The
current study thus proposes that constructions of
good teaching among Filipinos may be rooted in
cultural conceptions of a good person or ideal
values. Asal, a construct that is highly valued in
Filipino culture, pertains to ethical ways of acting,
and good character.
Jocano (1997) states:
“Asal lies deep in the Filipino subconscious.
Oftentimes we are not aware that it
168 THE ASIA-PACIFIC EDUCATION RESEARCHER
influences the way we think and do things in
relation to the situations we are in or in terms
of our relations with other members of a
group. In popular usage, asal is often used
to mean ugali, or character. Asal is intrinsic
in (the Filipino personality)…It emanates
from within us as part of our human nature.
Functionally, it serves as the standard against
which our pagkatao (personhood) as Filipinos
is expressed and known. It is in within this
construct of asal that the Filipinos’ value for
pakikipagkapwa-tao (harmonious relations
with others) is defined and the intrinsic quality
of our pagkamakatao (concern or
compassion) over other human beings is made
manifest” (p. 58).
So too, as a people, Filipinos highlight the
importance given to maintaining harmonious
relationships. “It is an ethical demand and a moral
obligation to maintain harmonious relations with
others because we are dealing with our kapwa-
tao (fellow humans) who also seek the same
harmonious relations with us.” (Jocano, 1997, p.
63). Moreover, “the emphasis on interdependent
relationships expresses well the principle of
egalitarianism found in the Filipino concept of
kapwa” (Jocano, 1997, p. 64). This study
therefore raises a notable finding related to the
beliefs about good teaching that clearly reflect
cultural values like asal which are embedded in
and highly-valued among Filipinos.
Other notable findings in this study were the
reference to spirituality, and professional
commitment and faithfulness to the mission and
vision of the school. Such a finding is characteristic
of schools in the Philippines which require their
teaching and non-teaching staff to undergo an
immersion into the charism of the institution, often
overtly facilitated through in-service seminars. In
this case, since the schools and universities all
belonged and are supervised by one Catholic,
religious order, teachers would expectedly espouse
the same religious doctrine and educational mission.
In a related study by Suplido (2006), using
comparable sample respondents from the same
schools in this study, it was revealed that teacher
VOL. 17 NO. 2
commitment grounded on “occupational motives,
feelings and behaviors are closely related to the
other stakeholders in the academic community:
their students, colleagues, administrators and the
university as a whole” (p. 208). Thus, as a teacher
is more committed to the vision and mission that
the academic community shares collectively, he/
she is also perceived to be a good teacher.
The emphasis on spirituality may also be
justified by the fact that the respondents in this
study all belonged to a Catholic-based university
or school. Further, the Philippines being the largest
Christian country in Asia with a predominantly
Catholic population has long highlighted spirituality
and religion in almost every aspect of everyday
life. The stress on values teaching is also a unique
focus among Filipino teachers, particularly in the
elementary and high school levels as values
education is integrated in all the core learning areas
and content of the curriculum (e.g., English and
Values Education) (Phil. BSED, 2002, p.2). More
so, in most schools, teachers are required to
deliberately state the value integral to a lesson by
explicitly stating the same in a lesson plan or
subject area curriculum.
Knowledge and processes attributed to good
teaching
The current research further indicated that
Filipino teachers emphasize the value of content
knowledge and pedagogical knowledge processes
in good teaching. The findings suggest that there is
a marked congruence with the conceptions of
teachers in previous studies (Kolis & Dunlap,
2004) about the knowledge that good teachers
should possess. Perhaps this finding may be
ascribed to the propensity of Philippine schools to
model and pattern teaching practices on research-
based Western instructional programs and models.
Another plausible perspective that is supported
by this study relates to the sub-domains of expertise
proposed by Reyes (2001). In her study, Reyes
proposed that expert teachers have subject matter
expertise, a construct closely synonymous to
content knowledge. In this study, the value of
pedagogical knowledge and application are also
FILIPINO TEACHERS’ CONCEPTIONS OF GOOD TEACHING
closely parallel to Reyes’ sub-domains of
classroom management expertise, instructional
expertise, and communication expertise. The
themes on knowledge of learner differences and
instructional models raised in this study are also
congruent with some of the specific ‘enhancers’ in
Reyes’s study.
CONCLUSIONS AND IMPLICATIONS
The current study identifies the convergence of
beliefs Filipino teachers have about good teaching,
a construct which involves dispositional traits
based on personality traits and professional
competence. There is an apparent collective notion
about the multi-dimensional nature of good
teaching as a balance between what one knows
and what one is, a notion also rooted in cultural
conceptions of the good person.
Perhaps implicit in these notions about good
teaching is a shared respect and high regard for
teachers. Such an inference is based on the
responses Filipino teachers gave about their own
experiences as students when asked to recall an
image of a good teacher, an image which tends to
describe the good teacher as a role model.
The current study also lends support to previous
studies that point to the personality traits that make
a good teacher, such traits as caring, kindness,
compassion, ethical conduct and integrity
(Bhattacharya, 2003; Hativa, Barak & Simhi,
2001; Hopkins & Stern, 1996; McIntyre & Battle,
1998; Woolfolk, 2007). Moreover, the study is
congruent with the cross-cultural studies of Hopkins
and Stern (1996) which found that good teachers
demonstrate dispositional and professional
characteristics.
However, in this study Filipino teachers
clearly placed more significance on the
teacher ’s ability to establish rapport and
maintain harmonious interpersonal relationships
with students and colleagues. Such a finding
may be argued as a result of the value placed
on a highly regarded Filipino cultural trait called
asal.
OROSA, M.A.B. 169
Over all, in the current study, there is a clear
indication that dispositional traits are essential in
good teaching, but that there is no single personality
profile of what makes a good teacher. In essence,
good teaching is best described as a profile rather
than just a single dimensional trait. Hence, it may
be risky to assume that schools should seek an
ideal personality profile among its teachers. It
would be even more unfair to many teacher
candidates to be chosen or disqualified based on
specific personality traits. Therefore, it may be
more prudent to consider that good teaching
involves a diverse array of dispositional traits and
not a unitary personality type.
In this current research, there is also the premise
that with the emphasis on caring in good teaching,
schools will need to balance two conflicting
dispositions. Schools may have to institute means
and venues where both caring and
professionalism are equally valued. As
Noddings (2001) had stated, “the challenge for
the greater part is to create a climate in which
caring and professionalism are compatible” (p.
103). As such, schools will need to create
mechanisms to ensure that teachers can develop
a caring relationship with students such as looping
and regular student-teacher conferences. However,
professionalism should also be equally recognized
by the school.
In light of the research findings that present
dispositional traits as essential to good teaching, it
may in fact be more constructive if teacher
educators focus on developing dispositions that
relate to professional competence than personality
over time. This study as well highlighted the
importance and the interactive nature of knowledge
and knowledge processes by Kolis and Dunlap
(2004) and the sub-domains proposed by Reyes
(2001).
With regard to the implications of the study, the
findings of the current research point to the plausible
relationship between instructional self-efficacy and
good teaching. In this study, interestingly there
seems to be strong evidence that teaching self-
efficacy is closely parallel to good teaching
practices as stipulated in related literature. Given
170 THE ASIA-PACIFIC EDUCATION RESEARCHER
Personality-based
Personality-based
dispositions
dispositions
Good
Good
teaching
teaching
Teaching
Teaching
competence traits
competence traits
Figure 1. Critical factors in good teaching
the responses related to good teaching and the traits
of good teachers, there is an apparent congruence
between the dimensions of good teaching with
studies on instructional self-efficacy.
Evidently in this study, the traits identified of
good teachers all correspond with the
characteristics of teachers with high instructional
self-efficacy. Further research into the relationship
and role of instructional self-efficacy and good
teaching practices may yield more substantial data
in the future.
Secondly, the implications of the research study
to practice and teacher-training are presented. As
the research evidence has also revealed
consistently that teaching beliefs begin early on,
emphasis must be given to the role of teacher-
training in demystifying and clarifying conceptions
early on at the pre-service level.
The current study also mentioned that in
conjunction with developing dispositional traits,
enhancing one’s knowledge and pedagogical
knowledge processes are also significant in good
teaching. However, though this study proposes
that there are no clear and defined teaching
behaviors and teaching models that characterize
all good teachers, it is inarguable that teachers need
to develop content mastery, pedagogical
knowledge, and knowledge of learning processes
to achieve effective teaching. In this regard,
administrative support and academic mentoring
VOL. 17 NO. 2
Content mastery
Content mastery
andexpertise
and expertise
Pedagogical
Pedagogical
knowledge
knowledge
may need to be systematized to help teachers
develop the requisite teaching repertoire and
dispositions.
The present study, therefore, concludes that
good teaching is the confluence of several critical
factors: personality-based dispositions, teaching
competence, content mastery and expertise, and
pedagogical knowledge. A proposed framework
for defining the different dimensions of this study
is provided in Figure 1.
In conclusion, the present study sought to
inquire into Filipino teachers’ conceptions and
beliefs on the following dimensions: the nature
of good teaching and the personal and social
qualities related to good teaching. The current
study has certainly pointed out that Filipino
teachers’ conceptions of good teaching are
expressed as diverse and multi-dimensional
constructs.
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