Perceived Common Teaching Practices at the College of Management and Business Technology

Abstract

Professors’ Teaching skills and capabilities are very vital in imparting knowledge to students because unsound information and understanding about concepts that they are to teach their students due to their training insufficiency are likely to be transferred to their students. Therefore, their expertise in their field is important in the teaching-learning process. As cited in the Ozmen’s study (2012) teachers might unintentionally reflect their errors to their students in the teaching process. Teachers should have sound information and understanding about the concepts they are to teach their students. This study determined the Perceived Common Teaching Practices at the College of Management and Business Technology. The categories (Stockfors, 2011) used in determining the common teaching practices were: 1.) Conscious focus on students’ learning; 2.) Develops Good Teacher-Students Relations; and 3.) Broad Knowledge of Learning Processes. The respondents were 203 CMBT students from 1st year to 4th year. Convenience sampling method was used in collecting data. The instruments utilized were questionnaire and unstructured interview. For the Data treatment, Percentages and Weighted Mean were utilized. This result shows that CMBT Professors have common Teaching Practices. Though they don’t have the professional preparation and expertise, they recognize the significance of managing their Teaching Practices.