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Self-Concept, Values Orientation, and Teaching Performance Among Hospitality Educators
Authors: JOY D. JOCSON

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This survey-correlational study aimed to investigate the self-concept, values orientation, and teaching
performance among hospitality educators of the West Visayas State University System. The study was conducted
in January 2013 and utilized 42 randomly selected hospitality educators as participants. The simple random
sampling method was used in the selection of the participants. Three (3) standardized and published datagathering
instruments were adapted to obtain the data for the study. To ascertain the degree of self-concept,
Girdano and Everly’s (1979) Self-perception Test instrument was used. In determining the pre-dominant values
orientation, Rokeach’s (1973) Value Survey Form used by Rabago (1988) was utilized. To ascertain the level of
teaching performance, the WVSU F-PES was employed. Frequency counts, rank, percentage analyses, mean
scores, and standard deviations were employed as descriptive statistics; while t-test for independent samples,
one-way ANOVA, and Pearson’s Product Moment Coefficient of Correlation (Pearson’s r) were employed as
inferential statistics. The criterion for the acceptance or rejection of the null hypotheses was set at .05 alpha
level. The results of the study revealed that, generally, the hospitality educators had outstanding teaching
performance and strong self-concept. Family security, salvation, and happiness were their most important
terminal values while social recognition, a world of beauty and pleasure were their least important values.
Loving, responsible, and honest were their most important instrumental values and imaginative, ambitious, and
clean were their least important values. In terms of teaching performance, no significant differences existed
when hospitality educators were classified according sex, age, civil status, educational attainment, status of
employment and number of years in teaching. Significant differences existed in the degree of self-concept among
hospitality educators grouped according to age and civil status. However, they did not differ significantly in
their degree of self-concept when they were classified according sex, educational attainment, status of
employment, and number of years in teaching. Negative but significant relationship existed between the
hospitality educator’s self-concept and teaching performance.