Philippine Normal University

The National Center for Teacher Education

College of Teacher Development
Faculty of Behavioral and Social Sciences
Psychology Program
Taft Avenue, Manila

Social Cognition: High School Student

Perception about Teachers

Researchers:
Castelliote, Jessica M.
Poligratis, Jose III A.
Salonga, Sharleen Faye F.
Sarsoza, Aubrey Rose C.
IV-9 BS Psychology

Professor:
Dr. Teresita T. Rungduin

Abstract

Identifying the social cognitions of high school students towards teachers is

important. In recent years, studies in social cognition were explored but lack in
educational setting. Hence, this study aims to determine the perceptions of high school
students about teachers in general. A sample of 80 high school students, equally
distributed per year level, answered a software program called Psychopy together with
the Teacher Effectiveness Scale (TES). Results showed that high school students
perceived teachers as more competent than warm. More specifically, the data indicated
that high school students already have automatic cognitions towards teachers. Moreover,
there are significant differences in the perception of high school students between
positive, neutral and negative among year levels. Finally, the perception of high school
students about teachers does affect their view on the effectiveness of teachers. The results
of the data suggest future studies to broaden the scope by increasing the sample size and
including gender and physical appearance.

Introduction
Choudhury et al. (2006) stated that adolescence is characterized by improved
social perspective-taking abilities (Choudhury, Blakemore, & Charman, 2006;
Dumontheil, Apperly, & Blakemore, 2009; Selman, 1980). Research exploring the
developmental trajectories of cognitive and affective theory of mind (ToM; mental state
attribution) reports increased accuracy and efficiency from early childhood throughout
adolescence and into adulthood (Choudhury et al., 2006; Dumontheil et al., 2009). As
self-awareness and self-reflective abilities are heightened (Damon & Hart, 1982;
Montemayor & Einsen, 1977), adolescents become more self-conscious (Elkind&
Bowen, 1979; Rosenberg, 1979; Selman, 1980) and demonstrate a greater interest in the
perceived opinions of others, as illustrated by the 'imaginary audience' (Elkind, 1967; but
see Vartanian, 2000, 2001, for alternative views).
Adolescence is also a time of dramatic changes (Arnett & Maynard, 2013).
According to Arnett & Maynard (2013), the physical changes are the most obvious, as the
body goes through puberty. However, there are other dramatic changes as well, in family
relations, peer relations, sexuality, and media use. Adolescents also change in how they
think and talk about the world around them (Arnett& Maynard, 2013). As stated by
McCarter (2015), adolescence is considered to be a crucial phase in cognitive
development, with development occurring in three main areas as cited by Sanders (2013)
namely: (1) Improved reasoning skills; (2) Abstract thinking; and (3) Meta-cognition.

These abilities are components of Jean Piagets fourth stage of cognitive development
called formal operational thought (McCarter, 2015). In the study of Levine and Munsch
(2015), Piagets fourth stage which is called formal operation, people 12 and older think
both logically and abstractly (Levine and Munsch, 2015). Aside from this, recent studies
confirmed other changes in the cognitive development of the adolescents. As cited by
Blakemore and Choudhury (2006), in addition to neural development, there are major
changes in hormones at puberty. While it is impossible to tease apart all of the important
influences on the social and emotional behavior of adolescents, significant neural
development and hormonal changes are likely to influence social cognition. Social
cognition, then, may also be expected to change during this time period. This was
supported in the study by Levine and Munsch that social cognition and theory of mind,
the ability to understand another persons thoughts, feelings and beliefs, become more
complex during adolescence in several ways. (Levine & Munsch, 2015).
According to Smith & Semin (2007), social cognition refers to the mental
representations and processes that underlie social judgments and behavior. Socialcognitive processes have been shown to be adaptive to the perceivers current social
goals, communicative contexts, and bodily states (Semin & Smith, 2007). Under social
cognition are the sets of cognitions about people and social experiences which are called
schemas. Those schemas organize information stored in memory, represent in our minds
the way the social world operates, and give us a framework to recognize, categorize, and
recall information relating to social stimuli such as people and groups (Brewer &
Hewstone, 2003; Moskowitz, 2004; Smith & Semin, 2007). We typically hold schemas
for specific types of people. Our schema for teacher, for instance, generally consists of
a number of characteristics: knowledge of the subject matter he or she is teaching, a
desire to impart that knowledge, and an awareness of the students need to understand
what is being said (Feldman, 2009).There are many processes that are most central to
social cognitionattribution, person perception, stereotyping and so on (Holtgraves &
Kashima, 2008). Perception may be defined from physical, psychological, and
physiological perspectives. But for the purpose of this study, it shall be limited to its
scope as postulated by Allport (1966), which is the way we judge or evaluate others
(Adediwura & Tayo 2007).
Adolescents spend most of their time in school and in line with this it is inevitable
to assess people around them most especially their teachers. According to study, student
views of their teachers and schooling can influence motivation and interest in schooling
as well as their approach to learning (Brown, Oliver, Hodgson, Palmer & Watts 2008).

Their findings show that the participants described, often in detail, the impact that
teachers and teaching had on their learning and their views on school life, about how
much effort teachers expended, the impact of teaching, their perceptions about the
qualities of good and poor teachers, and in turn, their views on pedagogical approaches
(Brown, Oliver, Hodgson, Palmer & Watts 2008). The researchers believe that teachers
have a great influence to their students. More than anyone else, they spend more time
with their students compared with other significant people. Teachers experiences what
occurs in the classroom and whether it effectively or ineffectively influences the students
achievement.
Regardless of numerous studies that investigated about perception, there are still
inadequate researches about social cognition and perception in relation to educational
setting specifically about adolescents. Despite of the results of the study of Brown,
Oliver, Hodgson, Palmer & Watts 2008, about the impact of teachers about adolescents
life, further studies are highly recommended to be explored in this setting.
Due to lack of studies in social cognition among high school students in
educational settings, this study aims to provide knowledge about the perception of high
school students about teachers. This study explores the automatic cognitions of high
school students about teachers (in general) and whether there is a relationship between
perceived teachers characteristics and its relation to teacher effectiveness. Additionally,
this study intends to delve the factors that affect high school students social cognition.
The aim of this study is to explore the perception of high school students about
teachers by examining their responses through the words that will be presented in this
study. Subsequently, the researchers would like to determine if teacher perception is
somewhat congruent to teacher effectiveness. The researchers would also identify if there
would be factors that could affect students perception.

Conceptual Framework
Adolescence
Adolescence is defined in humans as the period of psychological and social
transition between childhood and adulthood (Burnett & Blakemore, 2009). It is a period
where teenagers shift their interest from the self-discovery to self-identity in social
environment. Agreeing in the article of Burnett and Blakemore (2009), this period of life

is also characterized by the continued development of social abilities and behavior as

well as neuroanatomical maturation within regions of the brain involved in social
cognition. Coleman and Hendry (1990) articulated that adolescence is a period of
development and consolidation of the social self, of ones identity and understanding of
the self in relation to the social world (Coleman and Hendry, 1990).
Social Cognition
Social cognition is a fundamental aspect of human experience that enables us to
have relationships with and understanding of other people (Tucci, 2012). It serves as our
guide on when and how to act in social events and what behavior should we change or
modify to cope in our environment. Levine and Munsch (2015) added that social
cognition and the theory of mind have also been related to certain social outcomes in
adolescence.
In the past few years, research has clearly established that perceived warmth and
competence are the two universal dimensions of human social cognition, both at the
individual level and at the group level (Fiske, Cuddy & Glick, 2006). These two
dimensions emerged out of the 200 trait term-evaluation and warmth dimension, though
consistent with competence dimension, was assessed first and correlated negatively with
competence dimension in social groups. Cuddy, Glick and Beninger (2011) articulated
that two traits warmth and competence govern social judgments of individuals and
groups, and these judgments shape peoples emotions and behaviors. According to recent
theory and research in social cognition, the warmth dimension captures traits that are
related to perceived intent, including friendliness, helpfulness, sincerity, trustworthiness
and morality, whereas the competence dimension reflects traits that are related to
perceived ability, including intelligence, skill, creativity and efficacy (Fiske, Cuddy and
Glick, 2006).
.
Stereotype Content Model (SCM)
The Stereotype Content Model (SCM) defines warmth and competence as the two
fundamental dimensions of social perception. Cuddy, Fiske & Glick (2008) indicated that
the combination of these two dimensions may elicit distinct emotions of admiration,
envy, pity and disgust from the perceiver. In group perception, the SCM (Fiske et al.,
1999, 2002, 2007) describes how social structural variables influence stereotype
dimensions and how that stereotype content leads to different emotions felt toward

different groups.
The SCM, which has been validated in more than twenty different cultures
(Cuddy et al., 2008, 2009; Fiske & Cuddy, 2006), as cited by Cuddy, Glick and Beninger
(2011), highlights distinct, but coordinated and predictable, patterns of prejudice with
each warmth/competence stereotype combination creating a unique set of emotions
(admiration, envy, pity, or contempt) and behaviors (active versus passive and facilitating
versus harmful) toward groups in each stereotype category (Cuddy, Glick and Beninger,
2011).

Behavior from Intergroup Affect and Stereotypes (BIAS) map

The behavior from intergroup affect and stereotypes (BIAS) map predicts distinct
behaviors: active and passive, facilitative and harmful (Cuddy, Fiske, & Glick, 2008).
The BIAS map (Cuddy et al., 2007; Fig. 2.2), as quoted by Cuddy, Fiske, & Glick, (2008)
extends the SCM by considering the behavioral outcomes of warmth and competence
evaluations in social interactions. It proposes that the four combinations of high versus
low warmth and competence elicit four unique patterns of behavioral responses: active
facilitation (e.g., helping), active harm (e.g., harassing), passive facilitation (e.g.,
convenient cooperation), and passive harm (e.g., neglecting).
A study of Cuddy, Glick & Beninger (2011) formulated that the BIAS map
connects the four kinds of emotionscorresponding to the four warmthcompetence
combinationsto predict behaviors. Specifically, admired (i.e., competent and warm)
groups elicit both active (i.e., helping) and passive facilitation (i.e., both helping and
associating). Resented (i.e., incompetent and cold) groups elicit both kinds of harm:
active attack and passive neglect, such as the history of both brutal (e.g., lynching) and
neglectful (e.g., devoting fewer resources to inner city neighborhoods) toward AfricanAmericans.
Students Perception of Teachers
Perception is the sorting out, interpretation, analysis and integration of stimuli by
the sense organs and brains (Feldman, 2009). As mentioned by Smith and Kosslyn
(2007), the goal of perception is to take in information about the world and make sense of
it. In the study of Pianta , Hamre , and Allen (2012), adolescents report both that they
would learn more if their teachers cared about them personally and that such personal

connections are rare (Pianta , Hamre , and Allen 2012).

Research by Roeser et al. (2000) demonstrated that adolescent who perceived
their teachers as caring and respectful showed improved academic, social and emotional
functioning over time. Further researchers have found that a higher expectation from
teacher can lead to an increase on student IQ scores (Rosenthal & Jacobson, 1986). In
support with this in order for the relationship to become positive, both parties in the
relationship, student and teacher must present certain attitudes. The student must have
held the teacher in high esteem, where the level of trust is high (Gal Einai Institute, n.d.).
However, in study that was done by Handel (2011), it was stated that before trust can
even be brought up in the classroom, respect must already have a presence between both
parties: the student and teacher (Handel, 2011).

Social Cognition and Students Perception of Teachers

Social cognition is important as people try to react in a present situation based
from the past experiences. It helps people adapt and continue interacting with others with
the help of schemas and perceptions. The perceptions of high school students toward their
teachers are important as these guide them to a harmonious teacher-student relationship.
As well as students perceptions toward their teachers could affect teacher effectiveness.
According to Lin et al., (2010) the current statuses of teacher quality and
teaching effectiveness as perceived by the students are satisfactory. In terms of teacher
quality, teacher-student interaction has the best perception, while classroom
atmosphere management is perceived as being the most important in teaching
effectiveness.
According to Fuhrmann (2014), the quantitative analysis has shown that students
global ratings of their accounting teachers mainly depend on the students perceptions of
their teachers didactic skills, the clarity of their explanations, their ability to use
illustrative examples, and the logical structure of their lessons.
Statement of the Problem
The purpose of this study is to explore the social cognition of teachers among
high school students and its relation to teacher effectiveness.
The present study will delve on the following research questions?

Do high school students already have automatic cognitions towards teachers?

Is there a significant difference in the perception among year levels of high school
students between positive, neutral and negative stimuli?

Do high school students perception about teachers affects their view about the
effectiveness of teachers?

Hypotheses
Based on the above review, the researchers have formed the following hypotheses:

High school students already have automatic cognitions towards teachers.

There are significant differences in the perception of high school students between
positive, neutral and negative among year levels.

The perception of high school students about teachers does affect their view on
the effectiveness of teachers.

Methods

Research Design

In the present study, researchers conducted tests to measure the high school
students perception of teachers and its relation to teachers effectiveness. In determining
the students perception of teachers, researchers used within-subject randomized block
design. Researchers also used Psychopy which is composed of various words
representing the characteristics of teachers that include positive (10), neutral (10) and
negative (10) words. Moreover, this instrument was comprised of three treatment levels
(positive-negative, negative-neutral, and positive-neutral) that helped distinguish the
students perception of teachers. On the other hand, in assessing teachers effectiveness, a
scale made by the researchers was utilized. Both instruments used were validated by
experts. The aim of this study was to measure the perception of high school students to
teachers by means of response rates (dependent variable) to treatment levels (independent
variable).

Sample and Sampling

A total of 80 equally distributed male and female high school students, ranging
from ages 12-17 with an average of 14.5 years participated in this study. A number of 20
participants for each grade level (grades 7-10) were randomly selected from Philippine
Normal University- Institute of Teaching and Learning, Manila. Before conducting the
experiment, researchers first explained the purpose of the study and its ethical
considerations (e.g. informed consent form, confidentiality).

Instrumentation

Psychopy Program
According to an article by Pierce (2009), it describes PsychoPy as an open-source
software library that allows a very wide range of visual and auditory stimuli and a great
variety of experimental designs to be generated within a very powerful script-driven
framework based on Python. It is built entirely on open-source libraries and technologies,
such that the user can, if they desire, examine all of the code that contributes to the
stimuli they present (Pierce, 2009)
The researchers used Psychopy in presenting group of continuous words with a
timed response about teachers characteristics. The treatment was categorized in: (1)
positive-neutral, (2) negative-neutral, and (3) positive-negative levels. The words about
characteristics of teachers were rooted from the pre-survey results gathered by the
researchers. In the pre-survey, students were asked on what comes into their mind when
they hear the word teacher. They listed words and phrases related to teacher as many
as they can (free listing) and these words were presented randomly to avoid the
familiarity of the items to students.

Statistical Package for the Social Science (SPSS)

In analyzing the data, the researchers used Statistical Package for the Social
Science (SPSS). SPSS Statistics is a computer application that supports statistical
analysis of data. It allows for in-depth data access and preparation, analytical reporting,
graphics and modeling (Skuza, 2013).

Teacher Effectiveness Scale: High School

The researchers constructed a scale in order to assess the teachers effectiveness.
The scale was composed of 10 (ten) statements and presented using a five-point Likert
Scale of palagi (5 points), madalas (4 points), minsan (3 points), bihira (2
points), hindi (1 point) with corresponding emoticons. The statements in the scale
covered the attitudes, interactions, strategies and relationship that the teachers have with
their students and were answered according on how the students perceived teachers in
general. In determining the reliability of this instrument, SPSS (Statistical Package for
the Social Science) was used and its reliability revealed a 0.616 score on its Chronbach
Alpha.

Data Gathering Procedure/ Research Protocol

The following are the steps for the process of trial experiment. First, the
participants and the guardians will be oriented regarding the purpose, risk-benefits,
legalities and confidentialities of the trial experiment followed by an informed consent to
be disseminated to the participants and the guardians. The researchers will then discuss
the purpose of the informed consent. After the orientation, the instruments will be
prepared and the participants will be asked to accomplish the teacher effectiveness scale
followed by administration of the three treatment levels (positive-neutral, negativeneutral and positive-negative) then manipulation check. Then the researchers will debrief
the participants and the guardians. After the responses of the participants will be assess
by the researchers to determine if the three treatment levels are effective. Lastly, all
instruments (Psychopy, teachers effectiveness scale and treatment levels) will be
validated by the experts.
The following are the steps for the process of actual experiment. First, the researchers
will present a letter to the Philippine Normal University regarding the experiment to be
conducted to another school. The researchers will also provide a request letter to the
different selected schools for the experiment. Next, the researchers will orient the
participants regarding the purpose, risk-benefits, legalities and confidentialities of the
experiment and their involvement in the actual experiment. Then, the instruments will be
prepared such as (Psychopy and Teachers Effectiveness Scale) and the participants will
be asked to accomplish the instruments. The three treatment levels (positive-neutral,

negative-neutral and positive-negative) and the manipulation check will be administered.

The responses of the participants and the experiment will be assessed and compare. This
will be used to determine if the 3 treatment levels are effective as correlated with the
results of the instrument and scale. Lastly, the findings are analyzed and conclusions are
made

Data Analysis

Researchers used one-way analysis of variance (ANOVA) in analysing the data.

In the present study, we recognized the different perceptions of high school students
(Grade 7-Grade 10) through response rate using Psychopy. Included here were three
treatment levels that were comprised of positive, negative and neutral characteristics of
teacher. Moreover, perceived teacher effectiveness was measured using the scale created
by the researchers (Teacher Effectiveness Scale- High School) and analyzed by obtaining
its mean. Using ANOVA researchers would determine whether there were any significant
differences between the means of the variables. Knowing the fact that the one-way
ANOVA is an omnibus test statistic and cannot tell which specific groups were
significantly different from each other, we used a Tukeys post-hoc test to identify which
of these groups among the sample have significant differences and to analyze and
interpret the data of the respondents.

Ethical Considerations
Researchers considered the following ethical considerations in their experiment.

Respect for Person

The researchers ensured that the participants were well-informed about the scope
and purpose of the study. In line with this, informed-consents were given to the
participants as well as to their guardians. These consent forms proved that the
participants were not coerced to participate in the study. Moreover, it was included in
the informed-consent that the subjects personal information alleviated the fear that
the data, samples or information will not be retained or used in any other unintended
manner. In this study, the participants were ensured that participating in this research
study is completely voluntary and they can withdraw from the study at any time or
choose not to participate if they feel uncomfortable. Finally, information about the
researchers was given to the participants.

Risk-Benefit Analysis

In the present study, the researchers guaranteed to lessen any harmful factors that
could affect the physical, emotional and psychological aspect of the participants. The
risks of the study might include the possibility of students to misunderstand the
experiment and produce a negative perception about teachers. In addition, participants
might affect their perception about teachers (in general) negatively or positively. On
the other hand, the advantage is an increased awareness of the students perception
towards their teachers. Increased awareness may result to alteration of the previous
perceptions that the subjects had before taking the experiment.

Justice

The selected participants were high school students from the Philippine Normal
University Institute of Teaching and Learning. The Philippine Normal University is
the National Center for Teacher Education that envisions providing quality education
for all and producing globally competitive teachers. For this reason, subjects were
worth of taking the experiment with the reason that they are students of the
aforementioned institution. Additionally, the researchers consider the availability of
the information needed in the study wherein they can have an easy access to for data
collection purposes.

Manipulation Check
Ako ay sumagot ng isang teacher effectiveness scale

YES

NO

The above statement was included by the researchers below the Teacher
Effectiveness Scale (TES) for manipulation check. For the instructions, participants will
check YES if they agree and NO if they disagree with the statement.

Results
Summary of data shows the mean scores of the treatment levels across the grade
levels and overall tally of Teacher Effectiveness Scale (TES).
Table 1. Response Rate to the Two Treatment Levels
Treatment Level

Mean (seconds and milliseconds)

Positive vs. Neutral

3.5928

Negative vs. Neutral

2.6407

Initial summary of data shows that between the positive-neutral and negativeneutral combination of stimuli, the respondents from Grade 7 to Grade 10 automatically
responded to negative-neutral with a mean second of 2.6407 than to positive-neutral with
a mean of 3.5628. These negative-neutral traits were classified as Makalat-Maayos, LateMasunurin,, Nagtetext-maalalahanin, Sensitibo-Sumisigaw, at Namamalo-Confident.
Late is the most chosen trait by respondents.

Table 2. Distribution of Responses Across Positive, Neutral, Negative

Stimuli

Score

Positive

2.5750

Neutral

3.2125

Negative

4.2125

To further look into the distribution of responses across positive, neutral, and
negative stimuli, it has been recorded that most of the respondents chose negative traits
over positive and neutral traits. Negative treatment level achieved the highest with a score
of 4.2125 while neutral gained a score of 3.2125 and positive stimuli got the lowest tally
of 2.5750. The following are the negative words chosen by the respondents: Strict,
Boring, Tamad, Bastos, Masungit Makalat, Late, Nagtetext, Sumisigaw, and Namamalo.

Table 3. Distribution of Responses across Positive, Neutral, Negative on Grade 7

Students
Stimuli

Score

Positive

2.9000

Neutral

3.0500

Negative

4.0500

The above table shows the data of the Grade 7 respondents. It was evident that the
respondents took fastest time in selecting the negative characteristics with a score of
4.0500 than positive and neutral stimuli which got a score of 2.9000 and 3.0500
respectively. The negative trait Nagtetext got the fastest response rate. It was followed
closely with the trait late.

Table 4. Distribution of Responses across Positive, Neutral, Negative on Grade 8

Students
Stimuli

Score

Positive

2.5000

Neutral

3.6000

Negative

3.9000

Most of the population in the Grade 8 level preferred the negative personality trait
with a score of 3.9000 shown in the table above. Moreover, the positive stimuli got

2.5000 as the lowest in the computation while neutral have a score of 3.6000. Similar
with the results in grade 7, the grade 8 students answered nagtetext as the fastest
perceived negative trait of a teacher, followed by late characteristic.
Table 5. Distribution of Responses across Positive, Neutral, Negative on Grade 9
Students
Stimuli

Score

Positive

2.2500

Neutral

3.1500

Negative

4.6000

The above table shows the data of Grade 9 level. Apparent in the statistics that the
negative stimuli were the most favored of the participants with a score of 4.6000.
Moreover, neutral stimuli got a score of 3.1500 while positive stimuli scored 2.2500 in
which it was the least preferred of the respondents. The majority of the students chose the
characteristic late followed by the trait nagtetext.

Table 6. Distribution of Responses across Positive, Neutral, Negative of Grade 10

Students
Stimuli

Score

Positive

2.6500

Neutral

2.9500

Negative

4.3000

Across the positive, neutral and negative characteristics in the Grade 10, most of
the respondents chose the negative stimuli with a score of 4.3000. Positive stimuli were
the least preferred of the participants that scored 2.6500 while neutral stimuli got 2.9500.
Apparent on the results, negative characteristic late was the most favored by the
participants followed by the trait sumisigaw.

Table 7. Overall Tally of Teacher Effectiveness Scale (TES)

Statements

Mean

Gumagamit ng mga real life na halimbawa ang aking

4.1875

teacher upang maipaliwanag ang bawat aralin sa amin.

Gumagamit ng ibatibang visual aids para sa mas epektibong

3.8

pagtuturo sa amin.

Itinuturo

ng

aking teacher ang

mga

dapat

gawin

sa

pamamagitan ng pagpapaliwanag nito o sa pagpapakita nito sa

4.2625

akin.

Ipinaliliwanag ng aking teacher ang mga araling hindi ko

3.925

naintindihan.

Sinasagot ng aking teacher ang mga tanong na aking naiisip

4.175

at ipinaliliwanag ito.

Ang aking teacher ay nagbibigay ng mga group activities

4.1375

upang mas maintindihan ang aralin.

Nagbibigay ng mga exam upang masukat ang lebel ng

4.525

aking pagkatuto.

Ine-engganyo ang malayang talakayan sa klase.

3.9875

Nakikitaan ko ng sigla sa pagtuturo ang aming teacher.

4.075

Dumarating ang aking teacher sa itinakdang oras ng klase.

3.85

The above table shows the Teacher Effectiveness Scale, implying the efficiency of
teachers, in general. Highest mean was revealed at statement number seven with a score
of 4.525 which talks about involving assessment in the learning process of the students.
On the other hand, the lowest mean scored 3.8 at statement number two that tackle which
discusses about using visual aids in the teaching procedure.

Discussion

Overall Perception of the Respondents towards their Teacher

The result of the study supports the hypotheses that high school students have
positive, neutral and negative automatic cognitions toward teachers. Moreover, there are
significant differences in the perception of high school students between positive, neutral
and negative among year levels. Finally, the perception of high school students about
teachers does not affect their view on the effectiveness of teachers. More specifically, the
results showed that the respondents from Grade 7 to Grade 10 automatically responded to
negative-neutral combination of stimuli with a mean of 2.6407 than to Positive-Neutral

with a mean of 3.5628.

The results of the data show that there is a significant difference between the two
treatment levels. It implies that participants were most likely to choose the negativeneutral treatment level. Data demonstrated an effect size 0.293 which connotes that there
is an effect between the response rate and treatment level.
In every grade level, the mean of the Negative Treatment Level is higher among
the two (2) treatment levels which are Positive and Neutral. It shows that the respondents
selected negative stimuli than positive and neutral traits about teachers. This may be due
to a wide set of expectations of students. Students have an increased standards on what is
an effective teacher given that in this stage, there are cognitive changes occur that
increases their ability to think abstractly, consider the hypothetical as well as real, engage
in more sophisticated and elaborate information processing strategies, consider multiple
dimensions of a problem at once, and reflect on oneself and on complicated problems. We
can consider that their perception of an effective teacher is being affected by the
development of their cognitive aspects, which implies those adolescents' abilities to deal
with relative, abstract and social, concepts gradually advances. This capabilities were
under the components of Piagets fourth stage of cognitive development called formal
operational thought (McCarter, 2015).
To give support to the present study, the reseachers examine different studies that
presented findings similar to this study. Thus, researchers found a number of studies
investigated on the perceptions of high school students. According to the study of Walls
and his colleagues (2002), the affective domain figured prominently in the descriptions of
all three groups. The overall emotional environment was a dominant theme. Caring about
students was particularly prevalent in the descriptions of effective teachers. They were
described as warm, friendly, and caring. Conversely, ineffective teachers often were said
to create a tense classroom and were described as cold, abusive, and uncaring. A greater
proportion of these emotional-environment responses, however, described their best
teachers (Walls et al., 2002). On the other hand, in the study conducted by Nuri Balolu,
according to his participants, Behaving aggressively is the most pointed out negative
teacher behavior in this study. Speaking fast, Threatening (with low marks) and
Making discrimination among the students were the more often expressed negative
behavior of the teachers.
Comparatively, In the study comducted by Brown et al., (2008) where they
investigated the views of rural adolescents about their schooling. In their study, they

interviewed a total of 240students from government and non-government schools in the

South West of Western Australia. As a result, they discovered that in terms of the actual
personal qualities of teachers, the most often mentioned by participants as being
praiseworthy was a good sense of humour (e.g., when a teacher was able to be fun,
and tell funny stories). Participants particularly welcomed teachers who could have a
joke and also take a joke. Other qualities considered important were trustworthiness, a
sense of safety and respect for students (Brown et al., 2008). Conversely, in contrast to
those characteristics described as qualities of good teachers, the participants commented
that poor teachers were described as not showing respect. They were also deemed to be
inconsistent, untrustworthy and showed favouritism.
Socially, the quality of relationships between early adolescents and their peers and
adults becomes increasingly important in middle school. Psychosocially, adolescents
continue to deal with the life-long issues of achievement and competence, while identity,
autonomy, intimacy, sexuality and social status emerge as other dominant concerns
(Steinberg, 1990; Steinberg, 1993). Students also often deal with qualitatively more
negative student-teacher relationships that can be marked by greater distrust and an
emphasis on teacher control and discipline at a time when adolescents seek greater
autonomy and personal choice (Eccles et al., 1993). Furthermore, adolescent transition
and middle school Adolescence is typified by dramatic physical, cognitive and
psychosocial maturation that varies widely in timing and tempo (Brooks-Gunn et al.,
1985; Feldman and Elliott, 1990).
Furthermore, the results indicate that the way students perceive their teachers
negatively is due to the Teachers Behavior. According to Beamen (2000), a significant
amount of behavioral research has consistently proven that teacher behavior may be a
powerful influence on student behavior. If a teacher shows positive behavior or negative
behavior it will automatically affect the perception of the student towards teacher. As
stated from the beginning of the discussion, adolescent can determine what is appropriate
and what is not when it comes to behavior.

Teacher Effectiveness Scale

Teacher characteristics are the instructional behaviors exhibited by the teacher

towards goal attainment.A competent teacher seeks to know his learners behavior in
teaching, must perceive the individual learner as a whole since he has affective, cognitive

and psychomotor talents.

Overall, the computed means of each item in the Teacher Effectiveness Scale
range from 3.8 to 4.525 revealed that high school students perceived teachers as effective
in general. This also proves that their automatic cognitions do not correlate with their
perception of teachers effectiveness. Particularly, item number 7 Nagbibigay ng mga
exam upang masukat ang lebel ng aking pagkatuto got the highest mean which
indicates that students much preferred teachers who used examinations in evaluating the
learning of the students. On the contrary, among the qualities presented in the scale, item
number 2 Gumagamit ng ibat ibang Visual aids para sa mas epektibong pagtuturo
sa amin scored as the lowest which talks about teachers who use visual aids in teaching
process.

BIAS Map: Behaviors from Intergroup Affect and Stereotypes

Based on the results obtained from the data, high school students fall under the
envy quadrant. Envy involves coveting anothers superior outcome and comprises
feelings of injustice or inferiority (Smith et al., 1994). Envy represents the perceptions of
students towards teachers as high in competence but low in warmth dimension. Envy is
ambivalent, involving both resentment and respect (Cuddy, Fiske, & Glick, 2007). This
indicates that despite of the negative perception of the participants towards their teachers,
they still admire and appreciate the expertise of their teachers.
Strengths, Limitations and Recommendations
This study contributed on the field of education since there are limited researches
about social cognition of high school students towards teachers. Furthermore, this
research can be beneficial to teachers, since the study provide knowledge teachers can
identify which appropriate characteristic of them students preferred to be considered as
effective.On the other hand the sample size of the study is limited and from urban area.
Thus, this study suggest future researchers to have larger sample size. In addition, future
studies could use a more comprehensive scale that best suits in measuring teachers
effectiveness. Similarly, future researchers could consider as well gender differences and
see if there would be any significant difference. Lastly, physical appearance of the
teachers, the way the dress up, accessories such as eyeglasses, etc. could be considered as
well whether it affect students perceptions.

Conclusion
Most of the participants preferred the negative characteristics of teachers
presented in the instrument than the positive and neutral stimuli. It implies that they
perceived teachers as competent rather than warm. Specifically, the grade 9 students
scored the highest negative response among the year level. Data gathered in this study
indicates that high school students viewed teachers as intelligent, effective as a teacher,
and creative. This data suggest that teacher should try to connect and relate with their
students because establishing good relationship would alter the negative perception of
students toward teachers.
On the other hand, the result of teacher effectiveness scale does not affect the
perceptions of students about teachers. It indicates that students still view teachers high in
competence but low in warmth dimension.