HomeAsia Pacific Journal of Multidisciplinary Researchvol. 2 no. 1 (2014)

Self-Concept, Values Orientation, and Teaching Performance Among Hospitality Educators

Joy D. Jocson

Discipline: Psychology



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 data-gathering 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.