Professional Profile as Correlates of Teachers’ Teaching Styles

jondy Medalle arpilleda


This paper used the descriptive and inferential quantitative method in investigating the relationship of the professional profile of the teachers of Surigao del Sur State University (SDSSU) with their level of propensity on the five classic teaching styles introduced by Anthony Grasha (1994, 2002) namely: (a) expert; (b) authority; (c) personal; (d) facilitator; and, (e) delegator.  About 82 college teachers were the respondents of this study.

The data revealed that the teachers have a high level of the propensity for the five classic styles. Meaning, they have the inclination to be using different teaching styles in their classes. The overall results disclosed that there is a significant relationship between the respondents’ educational attainment, teaching length of service, the field of specialization and attendance at seminars and training with respect to their teaching styles. Only the authority and delegator teaching styles yield no significant relationship with the most of the professional profile variables.


Teaching styles, professional profile, level of propensity

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