Teachers' Profile and Classroom Instruction Delivery: The Case of a Certain University in the Southern Philippines

Quality teachers are fundamental factor for offering quality education. This study's primary purpose was to determine the correlation between teachers' profiles and classroom instruction delivery. The descriptive-evaluative research design was used in the study. The study was conducted at the Mindanao State University-Sulu, College of Education. The study participants were composed of 10 faculty members and 100 students randomly selected from the college of education. The results revealed that the teachers always showed a mastery of the subject matter and teaching strategies. However, for interpersonal skills, they often exhibited it in the classroom. There was no significant relationship between teachers' profile and their competence in classroom instruction in terms of mastery of subject matter, teaching strategies, and interpersonal skills. Technology integration for teaching effectiveness is suggested for teachers to make them more effective in teaching. Interpersonal skills training is highly recommended for teachers every semester. The training will make them more effective in their interaction with students.


Introduction
Standard educational systems always depend upon quality teachers. A quality teacher is a significant criterion for offering quality education. The teacher has still been considered one of the noblest human beings and the second parent of students. Their teachers generally influence students because they spend most of their time under teachers' guidance in schools. Amilhamja (2006) introduced that the teachers are the primary conduit to realizing educational goals because they spend a large portion of the school's time directly relating with learners. The effort they exert on their work is beyond reproach. Daud, Noor, Abd Rahman, Sidek, & Mohamad (2010) describes that teachers are professionally trained and certified to manage and control the school's instructional process. To take place for teaching-learning activities, teachers must prepare lesson plans, produce instructional materials, and adopt appropriate teaching strategies to achieve instructional objectives. Teachers need proper training in facilitating effective learning. With these previous roles and values, some factors may affect the teacher's effectiveness in teaching. Joye and Wilson (2015) identified some variables that may affect teaching effectiveness are; class size, classroom set-up, availability of technology, distractions outside the classroom, and larger contextual issues such as natural disasters, war, or terrorist activity. Mohd Ismail, Arshad, and Abas (n.d.)  Another thing is interpersonal skills; this is vital for the teacher to have these skills to accomplish the diverse roles and responsibilities in delivering instruction. These refer to skills in the teaching profession, including communication, empathy, positive motivation, effective and positive motivation, effective and positive body language, and humor (Contreras, n.d.) The study's primary objective was to determine the correlation between teachers' profiles and classroom instruction delivery.

Research Design
This study used the Descriptive-evaluative design to investigate the relationship between the teacher's profile and classroom instruction delivery. The study was conducted at the Mindanao State University-Sulu, College of Education.

Respondent of the Study
The study participants were composed of 10 faculty members and 100 students randomly selected from the college of education.

Research Instrument
The researcher used a questionnaire for data collection; it had two sections. The first section consisted of the respondents' profiles. The second section covered classroom instruction delivery variables such as mastery of subject matter, teaching strategies, and interpersonal skills.

Data Gathering Procedure
The researcher used simple random sampling to select the participants of the study. This was followed by the validation of the research instrument. When this was accomplished, the researcher secured formal permission from the Mindanao State University-Sulu Chancellor to conduct the study. The questionnaire administration followed this, then retrieval. The retrieval of the questionnaires was 90 percent.

Statistical Treatment of Data
For data analysis, the researcher used Statistical Packages for Social Science which utilized frequency count and percentage, weighted average mean, and regression analysis to analyze the research questions.
Frequency counts, percentages, means, and standard deviation were used to analyze all descriptive data.
Regression analysis was used to analyze the inferential data (Calmorin, 2016).   Table   2 below.

Mastery of Subject Matter
The multiple regression analysis in Table 4 presents the relationship between the teacher's age, gender, and length of service and the delivery of classroom instruction in terms of the mastery of subject matter. The F-value was 2.04 with a corresponding p-value of .286, higher than the alpha value of 0.05, providing evidence to accept the null hypothesis. Matter   Table  3.

Relationship between the teacher's profile and their Teaching Strategies
The multiple regression analysis in Table 5 presents the relationship of the teacher's age, gender, and length of service to classroom instruction delivery in terms of the teaching strategies. The Fvalue was 1.35 has a corresponding p-value of 0.40, higher than the alpha value of 0.05, providing evidence to accept the null hypothesis. Relationship between the teacher's profile and

Interpersonal Skills
The multiple regression analysis in Table 6 presents the relationship of the teacher's age, gender, and length of service to classroom instruction delivery in terms of interpersonal skills. The F-value of the analysis is .848 has a corresponding sig. A value of .552, which is higher than an alpha value of .05, provides evidence to accept the null hypothesis.  (2014) and Popoola (2002) found a strong correlation between teachers' pedagogical content knowledge and students' understanding of learning. Though algebra is an integral part of school mathematics, sometimes it poses challenges for students to learn because of the letters involved and their abstract nature (Ladele, 2013

Interpersonal Skills
The results on interpersonal skills reveal that the teachers often displayed interpersonal skills in their teachings. It could be inferred that they were very good with the use of interpersonal skills. Interpersonal skills are the behaviors and tactics a person uses to interact with others effectively. In the business world, the term refers to an employee's ability to work well with others. one can teach effectively until having these basics skills training. Good communication is needed for the influential teaching profession, but it is also essential for the effectiveness of every concern to our life (Ogunboyede, (2011 According to Yawman and Appiah-Kubi (2018), few differences between males and females will affect their work mastery. Some evidence shows that females have higher turnover rates. On absences, women have a higher rate of absenteeism than men do. This has a direct correlation with subject matter mastery. More absences lead to a lack of focus and weak mastery. In the study conducted by Ogar (2006), older teachers seem to report higher job satisfaction levels than younger ones, therefore excellent subject matter mastery.

Relationship between the teacher's profile and their Teaching Strategies
The generated F-value unmasked a no relationship between the teacher's age, length of service, and gender to the classroom's delivery in terms of teaching strategies. Based on the review of 30 studies by Kini & Podolsky (2016) in the United States, it was reported that teaching experience is positively associated with teaching strategies used by teachers. Improvements in teacher effectiveness and strategy are associated with experience and continue to be significant as teachers reach the second and often third decades of their careers. The study also reported that as teachers serve for more years, they learn new ways to deliver lessons. Teachers' effectiveness increases at a greater rate when they teach in a supportive and collegial working environment and accumulate experience in the same grade level subject.

Interpersonal Skills
The generated F-value for the relationship between the teacher's profile and interpersonal skills showed no significant relationship between the teacher's age, Some other researchers suggest that listening to different student opinions or even suggestion is one of the most significant factors every student wants.
Students want to express their ideas to be appreciated. Teachers should therefore demonstrate a set of goals as facilitators of learning (Medallon, 2013).

Conclusion And Recommendations
The researcher arrived at this conclusion; the teachers always showed a mastery of the subject matter and teaching strategies. However, for interpersonal skills, they often exhibited in the classroom. There was no significant relationship between teachers' profile and their competence in classroom instruction in terms of mastery of subject matter, teaching strategies, and interpersonal skills.
Technology integration for teaching effectiveness is suggested. Teachers should be offered one to two training per year on interpersonal skills in the classroom to enhance proper interaction with students.