TEACHERS’ ROLE TOWARDS TEACHING AND LEARNING PROCESS

Educational Management

The research was focused on the teachers’ roles towards teaching and learning process of the heterogeneous intelligent class in Datu Montawal District during the school year 2022-2023. Generally, the research study was aimed to determine the impact of the role of the teachers in heterogeneous Intelligent Quotient (IQ) classes towards teaching and learning process. Specifically, this study was aimed to determine what is the level of teachers’ role in heterogeneous intelligent quotient classes; what is the level of teachers’ teaching and learning process; how does teachers’ role significantly related to teaching and learning process and; investigate if there is significant influence of teachers’ role in the teaching and learning process. There are one hundred thirteen (113) teachers of Datu Montawal District serves as the respondents of the study. To measure and understand how does the teachers’ roles influence the teaching and learning process of heterogeneous intelligent quotient class. A survey questionnaire was employed with 2 parts. The first part indicates the teachers’ role in heterogeneous intelligent quotient (IQ) class such as: teachers as a facilitator, advocator, mediator, third parents, and as a source of knowledge. The second part was the methods used in teaching and learning process such as; classroom management, time management, teacher – pupil interactions, and pupil – pupil interaction. The study used the frequency counts and simple percentage in describing the respondents’ roles in teaching and learning process. The researcher used the correlation coefficient to determine the relationship of the teachers’ role towards teaching and learning process. Furthermore, multiple linear regression used to interpret the level significant influence of teachers’ role towards teaching and learning process of heterogeneous intelligent quotient (IQ) class. In addition, the test allows predictions or the probability of the outcomes for the causative relationships between the two variables. The results revealed that the teachers’ roles are contributory factors to the teaching and learning process.

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