Call Prefix : PR-T

Call Suffix : 1989

Call Cutter : D - AgEd 30

Location : SEARCA Library

Format : TD

Publisher : University of the Philippines Los Banos,

Publication Date : October 1989

Publication Place : Los Banos, Laguna, the Philippines :

Summary : This study was conducted to determine the relationship between research productivity and teaching effectiveness of faculty members in some state universities and colleges (SUCs) in Region IV of the Philippines. Data were gathered through personal interviews with 176 faculty and administration of questionaires to 2,895 students from seven SUCs in Region IV. The faculty of the SUCs were relatively young, with a mean age of 34 years. The majority were female, married, had taken up MS/MA courses, and had attended 1-10 training programs. Slightly more than two-thirds had permanent status. Findings also showed that a great majority of the respondents had high intellectual ability and liveliness, high organizational ability, high challenging ability, and high independent and critical reasoning. More than three-fourths were considered as exerting "much" time and effort in teaching and were categorized as highly responsive to their students. Likewise, results revealed that more than half of the faculty were not productive in research. On the other hand, a great majority were considered as very effective teachers. The organizational climate of the institution was moderately favorable, as reported by more than half of the faculty. The correlation test showed that there was no significant relationship between research productivity and teaching effectiveness. Among the variables studied, organizational climate, intellectual ability and liveliness, tenure status, and educational attainment were found to have significant correlation with research productivity. On the other hand, teaching effectiveness had a significant positive relationship with intellectual ability and liveliness, organization, challenge, independent and critical reasoning, and faculty's time, effort, and personality. Only the developmental sequence from research productivity to intellectual ability and liveliness to teaching could explain why there was no relationship between research productivity and teaching effectiveness.