Event Title

Teachers’ Dominant Mode of Thinking Preference: Its Relationship to Their Performance Ratings

Session

Education and Development

Description

This study aimed to determine teachers’ dominant mode of thinking preference in relation to their performance rating. The respondents of the study were the elementary and high school teachers of Cluster 4, Bayawan City Division. The research was descriptive and correlational in nature. The study utilized percentage, mean, weighted mean, and the Pearson’s Contingency Coefficient. The study revealed that most of the teachers are married, baccalaureate degree holders only and female. The extent of the teachers’ thinking strengths based on analytical, sequential, interpersonal and imaginative thinking is “very high” in the different modes of thinking preferences. A big percentage of the teachers are analytical thinkers, one-fourth of them are interpersonal thinkers and another one-fourth are imaginative thinkers. In addition, majority of the teachers have a “very satisfactory” performance rating. Teachers’ performance rating is not associated with their dominant mode of thinking preference. In terms of educational attainment, teachers who are baccalaureate degree holders are more sequential compared to teachers with master’s degree units. However, the latter have higher imaginative strength than the former. Married teachers have higher sequential, interpersonal, and imaginative strengths than single teachers. Lastly, female teachers are more sequential than male teachers.

Keywords:

Thinking preference, analytical thinking, sequential thinking, interpersonal thinking, analytical thinking

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.463

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

Teachers’ Dominant Mode of Thinking Preference: Its Relationship to Their Performance Ratings

UBT Kampus, Lipjan

This study aimed to determine teachers’ dominant mode of thinking preference in relation to their performance rating. The respondents of the study were the elementary and high school teachers of Cluster 4, Bayawan City Division. The research was descriptive and correlational in nature. The study utilized percentage, mean, weighted mean, and the Pearson’s Contingency Coefficient. The study revealed that most of the teachers are married, baccalaureate degree holders only and female. The extent of the teachers’ thinking strengths based on analytical, sequential, interpersonal and imaginative thinking is “very high” in the different modes of thinking preferences. A big percentage of the teachers are analytical thinkers, one-fourth of them are interpersonal thinkers and another one-fourth are imaginative thinkers. In addition, majority of the teachers have a “very satisfactory” performance rating. Teachers’ performance rating is not associated with their dominant mode of thinking preference. In terms of educational attainment, teachers who are baccalaureate degree holders are more sequential compared to teachers with master’s degree units. However, the latter have higher imaginative strength than the former. Married teachers have higher sequential, interpersonal, and imaginative strengths than single teachers. Lastly, female teachers are more sequential than male teachers.