Behavioral Patterns and Professional Attributes of Filipino Subject Teachers in Relation to Students’ Performance

The study generally aimed to determine the behavioral patterns and professional attributes of Filipino subject teachers in relation to students’ performance in selected secondary schools in Area III, Leyte Division. A standardized questionnairewas used to gather information from the Filipino subject teachers regarding their behavioral patterns and professional attributes in relation to the students’ performance. The data were analysed and interpreted with the aid of the statistical tool. Weighted mean was used in determining the behavioral patterns of Filipino subject teachers. As a result of the survey conducted data gathered were the following: Professional attributes of Filipino subject teachers in terms of educational attainment, majority had earned MA units; as to teaching experience, they have rendered 10-14 years; and relative to in-service training, majority of them attended at the division level. With regards to the behavioral patterns of Filipino subject teachers as evaluated by the students, it was perceived good. Further, on the level of students’ performance, they we re rated satisfactory performance.


Introduction
The teachers develop the young minds of individuals and serve as a model in actions and in words. They are considered as individuals who assist the youth to become assets members in the society. And above all, they are creators of quality citizenry. Teaching is a complicated task. It requires understanding and unfathomable patience in dealing with students in order to attain quality education (Gram et al., 2013). It does not only depend on the teacher's mental abilities but also with their behavioral patterns shown during the discharge of their duties (James & Skrupskelis, 1983). Valle (2006) mentioned that good teaching revolve around curriculum preparation, effective instruction, and appropriate assessment or evaluation. It is of paramount important that the teacher should understand the philosophical, psychological and societal objectives of education and rate the following character traits: honesty, generosity, congeniality, tactfulness, friendliness, cooperativeness, high moral standard, and high ethical and professional standard (Morrison et al., 2019). In addition, he should have a strong interest in people, and should always be in search for better ways of doing his job and preventing the disciplinary problems that could interfere with normal and classroom progress (Dajotoy, 2002).
Although teachers develop good behavioral patterns, they need also to grow professionally for them to become competent enough in the field of education (Lacambra, 2005). Since change must start with the teacher, they are expected to upgrade their professional attributes through attending seminars, training and post-graduate studies to imbibe new knowledge, skills and techniques, attitudes and values that would greatly contribute the efficiency of students' performance (Palma, 2002;Tyler, 2013 who possess undesirable behaviour which hinder the students learning interest and contribute a negative effect on their performance (Sagay, 2002). If this dilemma will not be solved, the quality of education in the country which is the potent instrument of the youth's bright future will be hampered. In effect, educators should find ways and means to eradicate or at least lessen the existence of such problems; thus, this urge the researcher to conduct they current study to find out the behavioral patterns and professional attributes of Filipino subject teachers in selected secondary schools in Area III, Leyte Division as it relates to the level of students' performance in Filipino. Objectives of the Study, Specifically, the study sought to answer the following; (1) Determine the professional attributes of Filipino subject teachers in selected secondary schools in Area III, Leyte Division in terms of: (a) educational attainment; (b) teaching experience; and (c) in-service training; (2) Find out the behavioral patterns of Filipino subject teachers in selected secondary schools in Area III, Leyte Division; (3) Determine the level of students' performance in selected secondary schools in Area III, Leyte Division

Methods
The researcher employed the descriptive research method. The researcher believes the method as the most appropriate because it can obtain facts that looked into the prevailing problems existing during the present period. A standardized questionnaire was used to gather the needed data. Data were analysed and summarized using weighted mean as the primarily tool for the data analysis.

Professional attributes of Filipino subject teachers
This study determined the professional attributes of Filipino subject teachers as presented on Tables 1-3. Educational attainment. Table 1 presents the educational attainment of Filipino subject teachers.  As reflected on the table, results implies that most of the Filipino subject teachers were novices in the service. In-service training. Shown on Table 3 is the in-service training attended by Filipino subject teachers The results on Table 3 reveals that Filipino subject teachers need more training that would contribute to an improved students' performance. Table 4 presents the evaluation of students on the behavioral patterns of Filipino subject teachers which is categorized into five.

.3 Good
Based on students' evaluation on the behavioral patterns of Filipino subject teachers, it is implicated that the teacher's behaviour can greatly affect the level of students' performance in Fiipino.

Level of Students' Performance
Table 5 presents the data on the level of students' performance in Filipino subject. The result in Table 5 implies that Filipino subject teachers are trying their best to perform their task as responsibilities as expected for the betterment of the leaners

Conclusion
Based on the findings of the study it is concluded that the behavioral patterns and professional attributes of Filipino subject teachers affect the level of students' performance in Filipino as manifested on student grades.
From the findings and conclusions drawn, the following recommendations were made; (1) Since we are aiming for quality education, it is therefore a need to all teachers particularly the Filipino subject teachers to grow professionally by enrolling graduate studies to answer the demands of the learners; (2) School heads must send Filipino subject teachers to trainings, seminars and conferences to update their profession so that they can adopt the current trends and innovations in attaining quality education; (3) School heads should monitor their teachers regularly for them to perform their task as expected and to improve students' performance; (4) Filipino subject teachers should maintain good behavioral patterns among students that would serve as their model in words and in deeds for they play a vital role in the attainment of good scholastic achievements; (5) A replication of this study in some schools within the division will give valid basis for generalizations and conclusions.