Chapter 1,2,3,4,5 Final Na

1
CHAPTER I
INTRODUCTION
Background of the Study
Responsibility is a sphere of duty or obligation assigned to a person by
nature of his/her position, function, or work (Bivins, T.H., 2006). In the Public
Administration point of view, the term responsibility has four different
meanings that include capacity, accountability, liability, and virtue (Cendon,
A.B., 2000). Responsibility is composed of a duty to discharge not only the
functional obligation of role, but also the moral obligations (Bivins, T.H.,
2006).
For instance, the functional obligation of a teacher as stated in the
section 16 of the education act of 1982 is to perform his duties to the school
by discharging his responsibilities in accordance with the philosophy, goals,
and objectives of the school. Whereas, the moral obligation of a teacher as
stated in the section 6, article 8 of the code of ethics for professional teachers
is he/she shall base the evaluation of the learners’ work only in merit and
quality of academic performance.
Teachers are regarded as the strongest pillars of the society
(bit.ly/2RoY6rw). They are important facet of any society for a number of
reasons: teachers are the people who educate the youth of society who turn
2
to become the leaders of the next generation of people, who are teaching
children and imparting knowledge upon them in their most impressionable
years and what children learn from their teachers will most likely stay with
them in some facet for the rest of their lives (bit.ly/2CR1kPg). If the teachers
within a school are well educated and if they are intellectually alive and take
keen interest in their job, then success is ensured (bit.ly/2CR1kPg).
A teacher has to be competent, morally upright and knowledgeable
because an incompetent teacher is a bad individual and embodiment of
corrupt and incompetent generations (Chronicle G., 2012). Maximization of
student learning requires a wide-ranging array of competencies in an
especially complex environment where critical decisions are required each
day (The Wing Institute, 2019).
As a teacher, it is not just what you say; it is what you do that counts.
Make sure that you do the right thing and conduct yourself along the highest
moral standards (bit.ly/2Rnc6lu). A study shows that when a teacher who
was described as engaging in offensive misbehaviors was e evaluated less
positively, and students reported being less willing to take a course with that
teacher (Banfield, S.R., Richmond, V.P., & McCroskey, J.C., 2006). Negative
behavior of teachers that “behaving towards the students aggressively” was
the most pointed out negative teacher behavior, whereas, “Speaking fast” in
teaching, “threatening the students with low grades” and “making

3
discrimination among the students” were the more often expressed negative
teacher behaviors by the students (Ali Unal & Musa Gursel, 2015).
The philosophy of the Mindanao State University as stated in section of
3 of article 1 of the code of conduct of the university shall, in the pursuit of its
mission stipulated in section 2 of article 1, be committed to the total
development of man and to the search for truth, virtue and academic
excellence. It is one of the functional obligations of a faculty to discharge his
responsibilities in accordance with the philosophy, goals, and objectives of
the school (section 16 of the education act of 1982). In view of the principle of
accountability, all faculties shall be accountable for their actions in the
performance of their official functions and responsibilities.
A third-year student from the College of Education encountered an
irresponsible faculty when she was a first-year student and a second-year
student. She said “Even you are doing great in your subject to get highest
grade if you are not dean listers or chancellor listers there’s no chance to get
what you expected result. The faculty she encountered when she was a
second-year student used money to deal the students grade. The faculty
demanded for money to make her passed. When she was a first-year student,
one of her liberal arts subject insulted, cursed and shouted in their first day of
day of classes. She said “Dadn a miyasowa akn rka niyan kapa gabsent bodn
always late naka prangit bodn” (I never learned from her for her being
absenteeism and being irritable).

4
This study aimed to know the responsibilities, virtues, and principles of
the faculty of the Mindanao State University – Marawi City as perceive by the
selected students. Furthermore, this study aimed to know the probable
consequences when a faculty fulfilled his/her responsibilities with a spirit of
virtues and principles.
Statement of the Problem

Generally, this study aimed to know the responsibilities, virtues and
principles of the Faculty of the Mindanao State University Main Campus –
Marawi City. More specifically, this study sought to answers the following:
1. What are the responsibilities, virtues and principles of the faculty as
perceived by the students?
2. What is the level of performance of professional ethics of faculty as
perceived by the students?
3. What are the problems perceived by the students?
Theoretical Framework
Deontological Ethics (Duty-Based Ethics)
The word deontology derives from the Greek words for duty (deon) and
science (or study) of (logos) (Alexander, L. & Moore, M., 2007). The
deontological approach to ethics regards morality as a duty, or a moral rule
that ought to be followed.

5
Deontological ethics is about following universal norms prescribe what
people ought to do, how they should behave, and what is right or wrong. It is
morality of principles, not of consequences. It resides in reason, not in utility-
providing feelings (Van Staveren, I., 2007).
Deontology is a normative theory about the relationship

between right action and value (the good) according to
which (1) some actions are wrong (contrary to one’s duty)
owing directly to such features of the action as that is an
instance of breaking a promise, killing an innocent
person, lying, injustice, and so son, (2) humanity has a
kind of value, the proper response to which is respect
rather than “promotion”; respect for humanity will permit
and sometimes require that in some circumstances we
not promote the best consequences as gauged from the
consequentialist perspective, (3) the rightness of an
action (its being a duty) is not in general constituted by
facts about how much overall intrinsic value would
(actually or probably) be brought about by the action, (4)
deontology also denies that the rightness of an action is
always constituted by facts about the characters or
motives of actual or ideal agents, as is characteristic of
virtue ethics (Timmons, M., 2008).
The theory states that we are morally obliged to act in accordance with
a certain of principles and rules regardless of outcome. In deontological ethics
an action is considered morally good because of some characteristic of the
action itself, not because the product of the action is good. This means that
under this theory you can’t justify an action by showing that it produced good
consequences, which is why it’s sometimes called ‘non-consequentialist’
(British Broadcasting Corporation, 2014). This theory live in a universe of
moral rules, such as: it is wrong to kill innocent people, it is wrong to steal, it
6
is wrong to tell lies, and it is right to keep promises (British Broadcasting
Corporation, 2014).
The first philosopher to define deontological principles was Immanuel
Kant who was born in 1724 in the Prussian city (bit.ly/2S9vmlt &
bit.ly/2t9K2bH). Kant is responsible for the most prominent and well-known
from of deontological ethics based on his view of the human being as having
the unique capacity for rationality (bit.ly/2t9K2bH). He saw the moral law as a
categorical imperative – i.e., an unconditional command and believed that its
content could be established by human reason alone (bit.ly/2S9vmlt). There
are three formulations of Kant’s categorical imperative (bit.ly/2t9K2bH), as
follows:
1. “Act only according to that maxim by which you can at the same time
will that it should become a universal law without contradiction.” For
Kant we first have a perfect duty not to act by maxims that result in
logical contradiction.
2. “Act in such a way that you treat humanity, whether in your own person
or in the person of any other, never merely as a means to an end but
always at the same time as end.” A person has perfect duty not to use
themselves or others merely as a means to some other end.
3. “Therefore, every rational being must so act as if he were thought his
maxim always a legislating member in the universal kingdom of ends.”
We have a perfect duty not act by maxims that create incoherent or

7
impossible states of natural affairs when we attempt to universalize
them, and we have an imperfect duty not to act by maxims that lead to
unstable or greatly undesirable states of affairs for all parties involved.
Kant expressed the second formula which is the formula of humanity in
a few different ways “Act in such a way that you treat humanity, whether in
your own person or in the person of another, always at the same time as end
and never simply as a means.” (bit.ly/2t9KbH). Rich, K.L. (2013) states that
Kant believed that ideal behavior was acting in accordance with one’s duty.
He makes the concept of duty central to morality.
For Kant, well-being meant having freedom to exercise autonomy (self-
determination), not being used as means to an end, being treated with dignity,
and having the capability to think rationally.
Virtue Ethics (Character-Based Ethics)
According to Athanassoulis N. (n.d.) hursthouse, Rosalid and
pettigrove, Olen (2018) Virtue ethics, another major approach in normative
ethics, is a broad term for theories that emphasize the role of character and
virtue in moral philosophy rather than either doing one’s duty or acting in
order to bring about good consequences (Athanassoulis N., n.d.) &
(Hursthouse, Rosalid and pettigrove, Olen, 2018). It is likely to give you a
moral advice: “Act as a virtuous person would act in your situation”
(bit.ly/2DV4i79). A virtue is an excellent trait of character (Hursthouse,
Rosalid and pettigrove, Olen (2018)).

8
James F. Keenan suggested the following virtues (British Broadcasting
Corporation, 2014)):
1. Justice: it requires us to treat all human beings equally and
impartially.
2. Fidelity: it requires that we treat people closer to us with special
care.
3. Self-care: you have unique responsibility to care for yourselves,
affectively, mentally, physically, and spiritually.
4. Prudence: you must always consider justice, fidelity, and self-
care and you must always look for opportunities to acquire more
of the other three virtues.
Virtue ethics teaches us (British Broadcasting Corporation, 2014):
1. An action is only right if it is an action that virtuous person would
carry out in the same circumstances.
2. A virtuous person is a person who acts virtuously.
3. A person acts virtuously if they “possesses and live the virtues.”
4. A virtue is a moral characteristic that a person needs to live well.
Virtue ethics addresses the question, “what sort of person must be to
be an excellent person?” rather than “what is my duty?” (Rich, K.L., 2013).
Most virtue ethics theories take their inspiration from Aristotle (bit.ly/2DV4i79).
9
Aristotle believed that ideal behaviors were practices that lead to the end goal
of eudemonia – i.e., a high level of happiness or well-being (Rich, K.L., 2013).
“Eudemonia” is an Aristotle term translated as happiness (bit.ly/2UJ3XK5). It
is an ethical theory which maintains that happiness is reached through virtue
(bit.ly/2WM2rZt).
Consequentialism (Result-Based Ethics)
According to consequentialism, correct moral conduct is determined
solely by a cost-benefits analysis of an action’s consequences – i.e., we first
tally both the good and bad consequences of an action (Fieser J., n.d.). An
action is morally right if the consequences of that action are more favorable
than unfavorable (bit.ly/2WJTj80). The paradigm case of consequentialism is
utilitarianism (standford.io/2UFy70s).
Utilitarianism is one of the most powerful and persuasive approaches
to normative ethics in the history of philosophy (standford.io/2DVbTCx).
Utilitarianism attempts to promote the greatest good (happiness or pleasure)
and to produce the least amount of harm (unhappiness, suffering, or pain)
that is possible in a situation (Rich, K.L., 2013). It is an effort to provide an
answer to the practical question “what ought a person to do?” The answer is
that a person ought to act so as to produce the best consequences
(bit.ly/2D99Wkm).
There are three principles that serve as the basic axioms of utilitarianism
according to Westacott E. (2018):

10
1. Pleasure or happiness is the only thing that truly has intrinsic value.
2. Actions are right insofar as they promote happiness, wrong insofar
they produce unhappiness.
3. Everyone’s happiness counts equally.
Utilitarianism relies upon some theory of intrinsic value – i.e. something
is held to be good in itself, apart from further consequences, and all other
values are believed to derive their worth from their relation to this intrinsic
good as means to an end (bit.ly/2D99Wkm). Bentham and Mill were
hedonists (bit.ly/2D99Wkm). Bentham argued that happiness was the ultimate
good and happiness was pleasure and the absence of pain. He argued that
the maximization of collective happiness was the correct criterion for moral
behavior (bit.ly/2Tam9FE).
Mill also thought happiness, defined as pleasure and the avoidance of
pain, was the highest good but he argued that pleasure could vary in quality,
being higher or lower pleasures (bit.ly/2Tam9FE):
 Lower pleasures are those associated with the body, which we share
with other animals, such as pleasure from quenching thirst or having
sex.
 Higher pleasures are those associated with the mind, which were
thought to be unique to humans, such pleasure from listening to opera,

11
acting virtuously, and philosophizing. Higher pleasure is much more
valuable.
Conceptual Framework
The figure illustrates the conceptual framework of the study. It shows
the important concept and variables used in the study. The left box contains
the responsibilities, virtues and principles of the faculty as perceived by the
students. On the other hand, the lower box is consisting of the level of
performance of the faculty as perceived by the students. Finally, the right box
deals with the problems encountered by the students.
C
Responsibilities,
O
Virtues and Principles
of the faculty as N
perceived by the S
students.
E
Q
U
E
N
Performance of the
faculty as perceived by C
the students. E
S
Figure 1. Analytical Model showing the variables used in the study

12
Significance of the Study
The results of the study are expected to be beneficial to the following:
To the MSU Administration. The findings of the study are expected to
provide important inputs to the MSU Administration in evaluating the
performance of the MSU Faculty. The same findings could serve as a basis
for making the necessary solutions or improvements in the performance of
the concerned MSU Faculty’s.
To the MSU Faculty. The significance of this study could help the
faculties on how to obtain or improve their way of teaching in line with the set
principles of ethics and accountability.
To the Students. This study will help the students to empower their
rights and become more responsive and motivated to their responsibility as a
student.
To the Academic. This study is presumed to contribute to the
enrichment of the scarce local related literature on the subject under study.
For the student, the study would enlighten them on the performance of the
Mindanao State University Faculty being the front-line for giving, sharing the
knowledge and responding to the academic demands of the students.
To the Future Researcher. The result of the study could add-up to the
existing body of knowledge and/or be a source of information on the topic
under study.
13
Scope and Limitation
The study focuses on the Professional Ethics in the Academe:
Responsibilities, Virtues and Principles of the Faculty of the Mindanao State
University Main Campus Marawi City. The respondents of the study are
limited to the students from five (5) selected colleges, namely: 1) College of
Public Affairs, 2) College of Education, 3) College of Business Administration
and Accountancy, 4) College of Agriculture; and 5) College of Engineering in
Mindanao State University Main Campus Marawi City.
Definition of Terms
In order to understand this study the following terms are defined
conceptually and operationally for the purpose of clarity and avoid ambiguity.
Academe. A place in which instruction is given to students (American
Heritage® Dictionary of the English Language, Fifth Edition, 2011). In this
study, academe Refers to the Mindanao State University – Marawi City.
Duty. A legal obligation that entails mandatory conduct or performance
(West's Encyclopedia of American Law, edition 2, 2008). Operationally, it
refers to the things that must be done in accordance with the set
responsibilities of being a faculty.

14
Faculty. refers to the teachers and instructors of a school or college,
or of one of its divisions, especially those considered permanent, full-time
employees (American Heritage® Dictionary of the English Language, Fifth
Edition, 2011). In this study, it refers to the teachers and instructors of the
Mindanao State University – Marawi city.
Perception. It is the organization, identification and interpretation of
sensory in order to represent and understand the presented information, or
the environment (Goldstein E. Bruce, 2009). In this study, It refers to the
assessment from the students to the faculties of Mindanao State University.
Professional ethics. Encompass the personal, organizational, and
corporate standards of behavior expected of professionals (Wikipedia.org.
2014). In this study, professional ethics refers to the set principles that a
faculty must adhere to.
Principles. Refers to the collectivity of moral or ethical standards or
judgments (American Heritage® Dictionary of the English Language, Fifth
Edition, 2011). ). In this study, it refers to the moral or ethical standards or
judgments that must follow by the Faculty members of the Mindanao State
University – Marawi City.
Responsibility. Refers to a sphere of duty or obligation assigned to a
person by the nature of that person’s position, function, or work (Bivins, T. H.,
2006). In this study, it refers to the duty or obligation assigned to the faculty
members of the Mindanao State University.

15
Students. One who is enrolled or attends classes at a school, college,
or university (American Heritage® Dictionary of the English Language, Fifth
Edition, 2011). In this study, it refers to a person formally engaged in learning
and enrolled in the Mindanao State University – Marawi City.

16
CHAPTER II
REVIEW OF RELATED LITERATURE
This study determines the Professional Ethics in Academe: Duties,
Virtues and Principles of the Faculty as perceived by the Selected Students of
the Mindanao State University Main Campus-Marawi City. In this chapter
presents the different related literature and studies that the researcher used
to comply in order to strengthen the reason for choosing this study, and to
further elaborate some important points raised in the study.
Nature and scope of ethics
Ethics is that branch of philosophy which is concerned with the
rightness or wrongness, goodness, badness of human conduct ethics
provides the basis for deciding that a particular action is morally good or bad.
The meaning of ‘ethics’ is that it is the science of moral which is concerned
with the human character and conduct. It is a normative science which is
concerned with what ought to be done rather that what is the case.
According to the Encyclopedia of Philosophy, Ethics is used in three
different but related ways signifying (1) a general pattern or ways of life (2) a
set of rules of conduct or moral code, and (3) inquiry about ways of life and
rules of conduct (Abelson and Nielson, 1967:81-81).

17
Ethics also defined in two ways –as a field of study and as an art. As a
field of study, ethics is that branch of philosophy dealing with values relating
to human conduct with respect to rightness or wrong ness of certain actions
and the goodness or badness of the motives and end of such actions
(Chandler and Plano, 198817). It has three primary concerns, namely: (1) the
action itself (2) the motives behind the action and (3) the means used in
achieving the motives. As an art, ethics refer to “contemporary standards at
certain point in time in terms of which men evaluate their conduct and that of
men about them (Abdulrachman, 2006).
The scope of ethics indicates its subject matter. Ethics is classified
into three categories, namely: metaethics, general ethics, and special Ethics.
Metaethics is primarily concerned on the role of values. General Ethics is a
branch of philosophy dealing with values that are of general application. On
the other hand, special ethics cover the study of values that are of specific
application (Abdulrachman, 2006).
Moreover, ethics is primarily a part of the quest for truth and the
motives for studying it are desirable for knowledge. It enquires into the nature
of the springs of actions, motives, intentions, voluntary actions and so on.
Ethics, Morals and Legal
The word “ethics” is derived from the Greek words ethos, which means
“customs” or “character” (Babor, 2000) and from the Latin word mores, which
means customs. Mackenzie defines ethics as “the study of what is right or

18
good in human conduct” or “the science of the ideal involved in conduct”. So,
it is clear that ethics is the study which determines rightness or wrongness of
actions. Ethics then, we may say, discusses men’s habits or customs, or in
other words their characters, the principles on which the habitually act and
considers what it is that constitutes the rightness or wrongness of these
principles, the good or evil of these habits (Sahu, M.).
Ethics is an attempt to guide human conduct and it is also an attempt
to help man in leading good life by applying moral principles. Ethics refers to
well based standards of right and wrong that prescribe what humans ought to
do, usually in terms of rights, obligations, benefits to society, fairness, or
specific virtues.
It is a process of reflection in which people’s decisions are shaped by
their values, principles and purpose rather than unthinking habits, social
conventions or self-interest. Our values, principles and purposes are what
give us a sense of what is good, right and meaningful in our lives and serve
as a reference point for all the possible courses of action we could choose.
Moral refers to absolute standards that exist beyond time, standards of
the good and the true (Golembiewski, 1965). On this premise, morals are
more definite and universal than ethics. Morality is more often used in
connection with the ways in which individuals conduct their personal, private
lives, often in relation to personal financial probity, lawful conduct and
acceptable standards of interpersonal behaviour (including truthfulness,

19
honesty, and sexual propriety). Morality has been a guiding force in the
history of humankind, particularly in statecraft that is, how we governed, our
relationship with others both individually and collectively, and our
understanding of the nature and destiny of humankind (Dwevedi and Elliston,
1987).
Legal means falling within the province of law founded or deriving
authority from law; permitted or not forbidden by law. In the definition of legal,
one can see the basis for the defense sometimes given by public officials that
their actions are acceptable because they are not prohibited by law. This
definition links legal to the law or “the body of rules…which a particular state
or community recognizes as governing the actions of its subjects or members.
The law certainly embodies moral principles and values that are based on the
highest values of a society.
The relationship among morality, ethics, and law is somewhat problematic.
Phillip Copper (1998) offers these points:
1. What is immoral is not necessarily illegal; e.g. dishonesty is not illegal
except in particular instances.
2. Some laws regulate behaviors that are not inherently immoral; e.g.
driving 5 mph above the speed.
3. Some laws violate ethical principles; e.g. legislating special benefits for
particular groups can violate the principles of fairness.

20
4. Relying on law to promote ethics does not necessarily promote ethical
behavior. Not breaking the rules does not mean that one is necessarily
ethical.
Ethics in Public Administration
Public Administration is viewed as a part of the executive branch of
government. Following Charles de Montesquieu ideas we may recognize
executive as an element of the state and this element consists of agencies,
ministries and other structures jointly referred to as ‘Public Administration’.
This view of public administration combines in general all activities concerning
public good and public interest. Within the administrative state machinery we
may find public administration officials, special administrative procedures and
many other mechanisms, which are characteristic to all bureaucratic
organization. Public Administration is also a part of our daily life and to a large
extent governs it. Citizens and public officials, who have access to power,
have to coexist together in one area, one space. The difference between
them is that public administration officials have to provide services in aid of
community. Because of this work, based on public monies and property the
possibility of betraying public trust is probable. There is no simplest thing,
than spending someone’s money, even if we do not get direct profits (Kazman
and Bonczek, 1999).

21
Ethical behavior and decisions maintaining citizens’ trust, ensure
effective and efficient use of resources, and allow government to preserve
individual rights while assisting those who will benefit the most. Government
decisions and policies should be made within the proper structure of
government; public office shall not be used for personal gain; and the public
has to have confidence in the integrity of its government.
When ethical wrongdoings and scandals occur in government, they
pose a threat to the democratic principles of the rule of law, equity, and
individual rights. Fraud, bribery, and other abuses in government take the
power from people and give it to a few in position of control, which distorts the
concept of the equality of all participants of public life (Kazman and Bonczek,
1999).
Ethics are standards of conduct. These standards can be applied to
personal behavior. Ethics distinguish between the right and wrong ways
directing behavior in our personal and professional life. Following this way of
thinking we may establish a definition of “administrative ethics” using the
words: norms, legal regulations, assessments of public administration
officials, public service. Public service ethics are a prerequisite to, and
underpinning of public trust, and are a keystone of good governance. Public
service is a public trust (Kudrycka, 2001).

22
Responsibility and Accountability in Public Administration
Responsibility comes from the word “response” which means “answer”
or “compliance.” Public responsibility, then, maybe defined as the moral
obligation and accountability of public officials and employees to perform their
functions efficiently and effectively in such a way that goods and services
provided are responsive to the need of the people (in general) or their clients
(in particular) (Abdulrachman, 2006).
The notion of responsibility is not new. In fact, it is intertwined in the
fabric of Public Administration as conceived by Woodrow Wilson. It has
recently regained more importance and greater attention among scholars and
practitioners of public administration because of three different but related
phenomena. First is the growing intensity in the abuse of authority
accompanying the growth of bureaucratic power. Second is the onset of the
values or responsiveness and client-orientedness in public administration.
Third is the growing intensity of bureaucratic corruption despite the existence
of structural safeguards to the behavior of public servant (Abdulrachman,
2006). In other words, without public responsibility, public administration loses
its essence and relevance.
Accountability as defined by Chandler and Plano is “a condition in
which individuals who exercise power are constrained by external means and
internal norms” in the exercise of their authority. According to Dwivedi (in
Browman and Elliston, 1987:316), accountability is real if the legislature is

23
able to initiate programs and to oversee government actions with a view of
satisfying itself that they remain in accordance with the aspirations of the
people. Accountability refers to the state of being able to explain the legal and
official basis of government transactions. It is closely associated with the
ability of a public servant to answer for and in behalf of his office the
whereabouts of government resources entrusted to it (Abdulrachman, 2006).
Public responsibility is akin to accountability in the sense that both are
ultimately directed towards the same objectives-provision of public service.
“To be accountable means to have to answer for one’s action or
inaction, and depending on the answer, to be exposed to potential sanctions,
both positive and negative”(Oakerson, 1989, p. 114).
Considine, an Australian scholar, squares accountability with
responsiveness, but in the very broad sense of ‘the appropriate exercise of a
navigational competence: that is, the proper use of authority to range freely,
across a multi relationship terrain in search of the most advantageous path to
success’ (Considine 2002: 22).
Duties and Virtues of a Faculty
Duties are moral debts or obligation of individuals recognized by
society. Duty leads to virtue through habit. Duty is something that you must
do because it is morally right or because the law requires it.

24
Moral obligations or duties may be expressed in the form of
commandments. According to Kant, All duties may be deduced from the
fundamental duty that every person ought to realize his rational self.
As Immanuel Kant express, “Human beings are bound, from
knowledge of their duty as rational beings, to obey the categorical imperative
to respect other rational beings with whom they interact”.
On the other hand, Virtue the term have a Latin root ‘vir’, means a man
or hero. “Virtue”, says Aristotle, “is the habit of choosing the relative mean, as
it determined by reason, and as the man of practical wisdom determined it.”
He also recognizes two classes of virtues’ viz., (1) intellectual virtue and (2)
moral virtue.
Pursuit of virtues and ideals is often necessary for really living up to
our responsibility. There are three virtues of a professional, namely: Courage,
Humility and Mercy. First, the virtuous professional may need to have
courage to be honest. Being honest sometimes carries risks (e.g. fear of
retaliation by those who have power over us or avoidance of emotionally
difficult conversations with patients or colleagues). When honesty is called
for, the virtuous professional will need the courage to take those risks
(Ludwig, et. al., 2011). Honesty is the virtue that serves as the basis on which
social life is constructed (Sockett, 1993).
Courage as a moral quality can be defined as “deliberate, practical
reasoning in circumstances of difficulty, turbulence or trouble” (Sockett, 1993,

25
p. 71). Within education, courage is needed in the pursuit of the truth in-at
times-difficult circumstances (Sockett, 1993).
The virtuous professional may also need the humility to acknowledge
how little she/he may know the influences that shape her/his behavior.
Humility also causes us to realize that we are human, and need to tend to our
own wellness before we can adequately care for others. The third one is the
virtue of mercy where the virtuous professional may also need it. The truth
can often hurt, and it takes sensitivity, genuine concern, and all skill to convey
it in ways that protect the feelings of others, especially those with less power
than our own (Ludwig, et. al., 2011).

26
CHAPTER III
METHODOLOGY
This chapter discusses the research methods used in the study that
include the Research Design, Locale of the Study, Population and Sample,
Sampling Techniques, Methods of Data Gathering and the Methods of Data
Analysis.
Research Design
This study utilized the descriptive method of research in the
presentation, analysis, and evaluation of the collected primary data. A survey
questionnaire was the main instrument used in the gathering of data from the
field and was presented using frequency counts, percentage, and weighted
mean.
Locale of the Study
Marawi City is the location of the Mindanao State University Main
campus which was founded on September 1, 1961 through Republic Act
1387 and Republic Act 1893. It has evolved over the years in keeping with
nationals and local developments.
The brain-child of late Senator, Domacao Alonto, it has grown from its
main campus in Marawi City to a University System that now comprises
several campuses located in major centers in Mindanao and Sulu.

27
Its first president was Dr. Antonio Isidro who came in from his position
as the Vice President for Academic Affairs in the University of the Philippines.
The mandates of the University are, namely: (1) To perform the
traditional functions of a university namely: instruction, research and
extension service; (2) To help accelerate the program of the integration
among the peoples of Southern Philippines, particularly the Muslims and
other cultural minorities, and (3) To provide trained manpower skills and
technical knowhow for the economic development of the Mindanao, Sulu and
Palawan (MINSUPALA) region. Furthermore, Mindanao State University
current vision is “to be premier supra-regional university committed to the
social, political and economic development of Mindanao while achieving
international recognition as leading institution of higher learning.” Its mission
statement is as follows:
The initial batch of students to enroll in the University on June 13, 1962
passed the scholarship examination administered by the National Science
Development Board. They comprised two-hundred and eighty-two (282)
freshmen students who were top 5% of their respective high schools in the
MINSUPALA Region.
Their teachers were: twelve (12) regular Filipino faculty members and
a number of volunteers from the British Voluntary Service Overseas,
Volunteers in Asia, Ford Foundation, Fulbright Foundation and others.
Baccalaureate courses were offered at that time by the pioneering colleges:

28
Liberal Arts, Education and Community Development to which four more were
added in the subsequent school year 1964-1965 Agriculture, Fisheries,
Business Administration and Engineering. In July 1969, one more college was
added.
The College of Community Development and Public Administration
was one of the pioneering colleges in the Mindanao State University when it
opened classes in 1962. Through this college, the University was able to
establish linkages with other institution and engaged in several tie-up
programs in community development, the only academic program which it
initially offered.
Population and Sample
The 3rd year and 4th year students from the five selected colleges of the
university were the population of the study, namely: 1) College of Agriculture,
2) College of Public Affairs 3) College of Business Administration and
Accountancy, 4) College of Education; and 5) College of Engineering. These
colleges were selected in terms of students enrolled. The total population of
the study was 2,392. Out of the total population, 336 students were selected
as the sample of the study. Proportionate stratified random sampling was
used in choosing the sample respondents.
As of 2nd Semester A.Y. 2018-2019, the total third and fourth year
student populations of the five (5) selected colleges are the following:
29
Total Population
College (3rd year & 4th year)
College of Agriculture 436

College of Business Administration and
437
Accountancy
College of Education 615
College of Engineering 421
College of Public Affairs 483
Total 2,392
Sampling Technique Used
In terms of sampling method, stratified random sampling was used in
choosing the sample respondents of 336 which were evenly distributed
among the five (5) colleges as indicated in the table below:
Total Population
College Sample Size
(3rd year & 4th
year)
College of Agriculture 436 62
College of Business Administration
437 63
and Accountancy
College of Education 615 82
College of Engineering 421 60
College of Public Affairs 483 69
Total 2392 336
Formula:
Stratified Random Sampling
nh = (Nh / N) * n
Where:
nh = total sample size for stratum h

Nh = the population size for stratum h
30
N = total population size

n = total sample size
Sample size using Slovin’s formula
n = N / (1+Ne2)
Where:
n = number of samples
N = total population
e = error margin / margin of error (0.05)
Methods of Data Gathering
This study employed a structured questionnaire in collecting the
primary data from the field. The questionnaire is divided into three (3) major
parts namely; Part I – contains with the responsibilities, virtues, and principles
of the faculty as perceived by the students. Part II – deals with the level of
performance of the faculty in terms of responsibility, virtues, and principles;
and finally, Part III of the questionnaire dealt with the effect of the
performance of the faculty members in terms of responsibilities, virtues, and
principles on the students.
For the rating scale use in asking the questions, five scales; Strongly
Agree (5), Agree (4), Neither Agree nor Disagree (3), Disagree (2) and
Strongly Disagree (1), were used for the Part I – contains with the
responsibilities, virtues, and principles of the faculty as perceived by the
students and Part III – dealt with the effect of the performance of the faculty
31
members in terms of responsibilities, virtues, and principles on the students
while four scales where used for the Part II – deals with the level of
performance of the faculty in terms of responsibility, virtues, and principles
that is Always (4), Often (3), Seldom (2) and Never (1).
Methods of Data Analysis
The data of this study were used to analyze all the information and
data gathered through the questionnaires. The data collected was presented
in a tabular form using the statistical tools frequency count, Percentage
distribution and weighted mean distribution. It was then analyzed and
interpreted.
The frequency counts, percentage distribution and weighted mean was
used to present the responsibilities, virtues, and principles of the faculty as
perceived by the students; the level of performance of the faculty in terms of
responsibility, virtues, and principles and the effect of the performance of the
faculty members in terms of responsibilities, virtues, and principles on the
students.
The formulas are as follows
For Frequency Count and Percentage (%)
F
P= x 100
N
Where:
F = frequency
N = Total number of respondents
32
The weighted mean was also employed in making a general
assessment:
Average Weighted Mean:
∑ w( x )
X=
∑w
Where:
X = mean value
Σ = summation
w = observed frequency
x = expected frequency
Scale:
4.20 - 5.0 – Strongly Agree (5)
3.40 - 4.19 – Agree (4)
2.60 - 3.39 – Neither Agree nor Disagree (3)
1.80 - 2.59 – Disagree (2)
1.00 - 1.79 - Strongly Disagree (1)
Scale:
0 – 1.74 = Never (1)
1.75 – 2.49 = Seldom (2)
2.50 – 3.24 = Often (3)
3.25 – 4.00 = Always (4)
Legend:
SA – Strongly Agree N - Never
A – Agree S - Seldom
U – Neither Agree nor Disagree O - Often
D – Disagree A - Always
SD – Strongly Disagree
33
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
This chapter of this study presents the tabulated findings including the
analysis and interpretation. It is organized into three parts: Part I is the
Responsibilities, Virtues, and Principles of the faculty as perceived by the
Students; Part II is the Level of Performance of the faculty in terms of
Responsibility, Virtues, and Principles; Part III is the Effect of the Performance
of the faculty members in terms of Responsibilities, Virtues, and Principle on
the Students.
PART I. The Responsibilities, Virtues and Principles of the Faculty

as perceived by the Students
A. Functional Responsibilities
The study used six (6) indicators in table 1 and presented the
frequency count, percentage distribution and weighted mean score of the
respondents’ response in the functional responsibilities of the faculty of MSU-
Marawi City.
Table 1 with an average weighted mean of 4.32 shows that the
students were strongly agree that the statement indicators provided are
functional responsibilities of the faculty of the Mindanao State University –
Marawi City.
34
Table 1
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Functional Responsibilities of the
faculty
SA (5) A (4) NAD (3) D (2) SD(1)

Statement Indicators WM VI
F % F % F % F % F %
1. A faculty should perform his/her duties to the school by
55.9 12.8
discharging his/her responsibilities in accordance with 188 97 28.87 43 7 2.08 1 0.30 4.38 SA
5 0
the philosophy, goals and objectives of the school.
2. A faculty should be accountable for the efficient and
effective attainment of specified learning objectives in 53.5
180 120 35.71 23 6.85 8 2.38 5 1.49 4.38 SA
pursuance of national development goals within the 7
limits of available school resources.
3. A faculty should render regular reports on performance
46.4 13.3
of each student and to his/her parents or guardians 156 124 36.90 45 7 2.08 4 1.19 4.25 SA
3 9
with specific suggestions for improvement.
4. A faculty should assume the responsibility maintaining
and sustaining his/her professional growth and 54.7
184 116 34.52 30 8.93 5 1.49 1 0.30 4.42 SA
advancement and of maintaining professionalism and 6
proper behaviour at all times.
5. A faculty should refrain or be prohibited from making
40.1 24.4
deductions in students' scholastic ratings for acts that 135 104 30.95 82 12 3.57 3 0.89 4.06 A
8 0
are not clearly manifestations of poor scholarship.
6. A faculty should participate as an agent of constructive
social, economic, moral, intellectual, cultural and
56.8
political change in his/her school and community within 191 112 33.33 24 7.14 7 2.08 2 0.60 4.44 SA
5
the context of national policies (Section 16, Chapter 3,
Batas Pambansa Blg. 232: Education Act of 1982).
Average Weighted Mean 4.32 SA
Legend: SA – Strongly Agree WM – Weighted Mean Scale: 4.20 - 5.00 = SA

A – Agree VI – Verbal Interpretation 3.40 - 4.19 = A
NAD – Neither Agree nor Disagree 2.60 - 3.39 = NAD
D – Disagree 1.80 - 2.59 = D
SD – Strongly Disagree 1.00 - 1.79 = SD
35
35
Table 1 also shows that the respondents from 5 colleges were
“Strongly Agree” to the following statement indicators: “1. A faculty should
perform his/her duties to the school by discharging his/her responsibilities in
accordance with the philosophy, goals and objectives of the school” with a
frequency of 188 or 55.95% and with a weighted mean of (4.38); “2. A faculty
should be accountable for the efficient and effective attainment of specified
learning objectives in pursuance of national development goals within the
limits of available school resources” with a frequency of 180 or 53.57% and
with a weighted mean of (4.38); “3. A faculty should render regular reports on
performance of each student and to his/her parents or guardians with specific
suggestions for improvement” with a frequency of 156 or 46.43% and with
weighted mean of (4.25); “4. A faculty should assume the responsibility
maintaining and sustaining his/her professional growth and advancement and
of maintaining professionalism and proper behavior at all times” with a
frequency of 184 or 54.76% and with weighted mean of (4.42); “6. A faculty
should participate as an agent of constructive social, economic, moral,
intellectual, cultural and political change in his/her school and community
within the context of national policies (Section 16, Chapter 3, Batas
Pambansa Blg. 232: Education Act of 1982)” with a frequency of 191 or
56.85% and with weighted mean of (4.44); however the respondents find
statement number 5
36
“A faculty should refrain or be prohibited from making deductions in
students' scholastic ratings for acts that are not clearly manifestations of poor
scholarship” agreeable as the verbal interpretation shown with a frequency of
104 or 30.95% and with weighted mean of (4.06).
B. Moral Responsibilities
The study used eleven (11) indicators in table 2 and presented the
respondents’ response in moral responsibilities of the faculty of MSU-Marawi
City.
The table 2 with an average weighted mean of 4.31 shows that the
students were strongly agrees that the statement indicators provided are
Moral responsibilities of the faculty of the Mindanao State University –
Marawi City.
.
37
Table 2
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Moral Responsibilities of the
faculty
SA (5) A (4) NAD (3) D (2) SD(1)

F % F % F % F % F %
1. A faculty should answer well the questions of 80.6
271 50 14.88 9 2.68 5 1.49 1 0.30 4.74 SA
students. 5
77.6
2. A faculty should attend class regularly. 261 59 17.56 15 4.46 1 0.30 0 0.00 4.73 SA
8
3. A faculty should conduct class with enthusiasm 76.4
257 66 19.64 9 2.68 4 1.19 0 0.00 4.71 A
and humour. 9
4. A faculty should cover satisfactorily the contents 78.2
263 54 16.07 13 3.87 4 1.19 2 0.60 4.70 SA
of the course. 7
5. A faculty should encourage active participation of 78.8
265 57 16.96 9 2.68 4 1.19 1 0.30 4.73 SA
students. 7
6. A faculty should give illustration/examples that 79.7
268 55 16.37 9 2.68 3 0.89 1 0.30 4.74 SA
make lesson clear. 6
7. A faculty should give and return quizzes/exams 74.4
250 64 19.05 17 5.06 4 1.19 1 0.30 4.66 SA
regularly after correcting. 0
8. A faculty should motivate students to think and 77.6
261 67 19.94 5 1.49 2 0.60 1 0.30 4.74 SA
analyse. 8
9. A faculty should present lesson in and orderly 78.2
263 59 17.56 11 3.27 3 0.89 0 0.00 4.73 SA
manner. 7
10. A faculty should show approachability and open- 76.7
258 61 18.15 13 3.87 3 0.89 1 0.30 4.70 SA
mindedness. 9
11. A faculty should use different methods and 79.4
267 56 16.67 10 2.98 2 0.60 1 0.30 4.74 SA
techniques of teaching to make lessons clear. 6

D – Disagree 1.80 - 2.59 = D
38

38
39
As presented in table 2, the respondents were “Strongly Agree” to the
following statement indicators “1. A faculty should answer well the questions
of students” with a frequency of 271 or 80.65% and with weighted mean of
(4.74); “2.A faculty should attend class regularly” with a frequency of 261 or
77.68% and with weighted mean of (4.73); “3. A faculty should conducts class
with enthusiasm and humor” with a frequency of 257 or 76.49% and weighted
mean of (4.71); “4. A faculty should covers satisfactorily the contents of the
course” with a frequency of 263 or 78.27% and with weighted mean of (4.70);
“5. A faculty should encourage active participation of students” with a
should give illustration/examples that make lesson clear” with a frequency of
268 or 79.76% and with weighted mean of (4.74); “7. A faculty should give
and return quizzes/exams regularly after correcting” with a frequency of 250
or 74.40 and with weighted mean of (4.66); “8. A faculty should motivate
students to think and analyze” with a frequency of 261 or 77.68% and with
weighted mean of (4.74); “9. A faculty should present lesson in and orderly
manner” with a frequency of 263 or 78.27 and with weighted mean of (4.73);
“10. A faculty should show approachability and open-mindedness” with a
should use different methods and techniques of teaching to make lessons
clear” with a frequency of 267 or 79.46 and with weighted mean of (4.74).
40
C. The Virtues
The study used nine (9) indicators in table 3 and presented the
respondents’ response in the virtues of the faculty of MSU-Marawi City.
virtues of the faculty of the Mindanao State University – Marawi City.
As presented in Table 3, the respondents were “Strongly Agree” to the
statement indicators “1. A faculty should act with fairness” with a frequency of
267 or 79.46% and with weighted mean of (4.70); “2. A faculty should avoid
impropriety” with a frequency of 219 or 65.18% and with weighted mean of
(4.56); “3. A faculty should be consistent” with a frequency of 235 or 69.94%
and with weighted mean of (4.63); “4. A faculty should be respectful” with a
should be responsive & accountable” with a frequency of 243 or 72.32% and
with weighted mean of (4.67); “6. A faculty should be transparent” with a
should display honesty” with a frequency of 249 or 74.11% and with weighted
mean of (4.66); “8. A faculty should obey laws, policies or regulations” with a
should show integrity” with a frequency of 245 or 72.95% and with weighted
mean of (4.64).
41
Table 3
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Virtues of the faculty
SA (5) A (4) NAD (3) D (2) SD(1)

F % F % F % F % F %
1. A faculty should act with
267 79.46 47 13.99 15 4.46 4 1.19 3 0.89 4.70 SA
fairness.
2. A faculty should avoid
219 65.18 94 27.98 17 5.06 5 1.49 1 0.30 4.56 SA
impropriety.
3. A faculty should be
235 69.94 80 23.81 19 5.65 1 0.30 1 0.30 4.63 SA
consistent.
256 76.19 61 18.15 16 4.76 3 0.89 0 0.00 4.70 SA
respectful.
243 72.32 78 23.21 13 3.87 2 0.60 0 0.00 4.67 SA
responsive & accountable.
225 66.96 88 26.19 18 5.36 3 0.89 2 0.60 4.58 SA
transparent.
7. A faculty should display
249 74.11 68 20.24 10 2.98 9 2.68 0 0.00 4.66 SA
honesty.
8. A faculty should obey laws,
248 73.81 71 21.13 12 3.57 5 1.49 0 0.00 4.67 SA
policies or regulations.
9. A faculty should show integrity. 245 72.92 71 21.13 12 3.57 6 1.79 2 0.60 4.64 SA

D – Disagree 1.80 - 2.59 = D
41
42
D. The Principles
The study used ten (10) indicators in table 4 and presented the
respondents’ response in the principles of the faculty of MSU-Marawi City.
Principles of the faculty of the Mindanao State University – Marawi City.
The respondents were “Strongly Agree” to the principles of the faculty,
as the listed statement indicators were all “Strongly Agree” as perceived by
the respondents “1. A faculty should adhere to legality & rationality.” with a
should display responsibility & accountability.” with a frequency of 226 or
67.28% and with weighted mean of (4.57); “3. A faculty should have moral
commitment to his work.” with a frequency of 232 or 69.05% and with
weighted mean of (4.60); “4. A faculty should display excellence” with a
should be responsive & resilient.” with a frequency of 231 or 68.75% and with
weighted mean of 4.58; “6. A faculty should be utilitarian.” with a frequency of
211 or 62.80% and with weighted mean of (4.50); “7. A faculty should be
compassionate.” with a frequency of 234 or 69.64% and with weighted mean
of (4.60); “8. A faculty should be just.” with a frequency of 200 or 59.52% and
with weighted mean of (4.38); “9.

43
A faculty should be transparent.” with a frequency of 203 or 60.42%
and with weighted mean of (4.43); “10. A faculty should possess integrity.”
with a frequency of 223 or 66.37% and With weighted mean of (4.55).

44
Table 4
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Principles of the faculty
SA (5) A (4) NAD (3) D (2) SD(1)
F % F % F % F % F %
1. A faculty should adhere to
219 65.18 97 28.87 18 5.36 1 0.30 1 0.30 4.58 SA
legality & rationality.
226 67.26 88 26.19 14 4.17 4 1.19 4 1.19 4.57 SA
responsibility & accountability.
3. A faculty should have moral
232 69.05 82 24.40 15 4.46 6 1.79 1 0.30 4.60 SA
commitment to his work.
217 64.58 89 26.49 21 6.25 6 1.79 3 0.89 4.52 SA
excellence.
5. A faculty should be responsive &
231 68.75 80 23.81 17 5.06 5 1.49 3 0.89 4.58 SA
resilient.
6. A faculty should be utilitarian. 211 62.80 93 27.68 22 6.55 9 2.68 1 0.30 4.50 SA
234 69.64 80 23.81 16 4.76 3 0.89 3 0.89 4.60 SA
compassionate.
8. A faculty should be just. 200 59.52 88 26.19 31 9.23 10 2.98 7 2.08 4.38 SA
9. A faculty should be transparent. 203 60.42 95 28.27 25 7.44 7 2.08 6 1.79 4.43 SA
10. A faculty should possess
223 66.37 87 25.89 17 5.06 5 1.49 4 1.19 4.55 SA
integrity.

D – Disagree 1.80 - 2.59 = D
44
45
PART II. Assessment level of performance of the faculty in terms of

responsibility, virtues and principles
A. The Level of Performance of the faculty in terms of Functional

Responsibilities
The study used six (6) indicators in table 5 and presented the
respondents’ response in the level of Performance of the faculty in terms of
Functional Responsibilities.
Table 5 with an average weighted mean 2.77 shows that majority of
the students in all the five selected colleges were often that the statement
indicators provided are the level of performance of the faculty in terms of
Functional Responsibilities.
The selected five colleges resulted to “often” in terms of performing the
following statement indicators, “1. The faculty members in the college perform
their duties to the school by discharging their responsibilities in accordance
with the philosophy, goals and objectives of the school.” Elicited a frequency
of 94 or 27.98% and with weighted mean of (2.69); “2. The faculty members
in the college are accountable for the efficient and effective attainment of
specified learning objectives in pursuance of national development goals
within the limits of available school resources.” Elicited a frequency of 67 or
19.94% and with weighted mean of (2.77);

46
“3. The faculty members in the college render regular reports on
performance of each student and to his/her parents or guardians with specific
suggestions for improvement.” Elicited a frequency of 80 or 23.81% and with
weighted of (2.68); “4. The faculty members assume the responsibility of
maintaining and sustaining their professional growth and advancement and of
maintaining professionalism and proper behaviour at all times” Elicited a
frequency of 80 or 23.81% and with weighted mean of (2.90); “5. The faculty
members refrain themselves from making deductions in students' scholastic
ratings for acts that are not clearly manifestations of poor scholarship.”
Elicited a frequency of 94 or 27.98% and with weighted mean of (2.68); “6.
The faculty members participate as agents of constructive social, economic,
moral, intellectual, cultural and political change in school and community
within the context of national policies (Section 16, Chapter 3, Batas
Pambansa Blg. 232: Education Act of 1982).” Elicited a frequency of 83 or
24.70% and with weighted mean of (2.87).
Aside from the over-all abovementioned results of the study, Specific
Colleges like the College of Agriculture obtained a verbal interpretation of
Seldom in statement indicator 5 “The faculty members refrain themselves
from making deductions in students' scholastic ratings for acts that are not
clearly manifestations of poor scholarship.”

47
With weighted mean of (2.45), and the College of Engineering obtained
a verbal interpretation of Seldom in statement indicator 3 “The faculty
members in the college render regular reports on performance of each
student and to his/her parents or guardians with specific suggestions for
improvement” with weighted mean of (2.40).

48
Table 5
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Level of Performance of the faculty
in terms of Functional Responsibilities
N (1) S (2) O (3) A (4)

F % F % F % F %
1. The faculty members in the college perform their duties
to the school by discharging their responsibilities in
accordance with the philosophy, goals and objectives of the
37 11.01 117 34.82 94 27.98 88 26.19 2.69 O
school.
2. The faculty members in the college are accountable for
the efficient and effective attainment of specified learning
objectives in pursuance of national development goals within
23 6.85 139 41.37 67 19.94 107 31.85 2.77 O
the limits of available school resources.
3. The faculty members in the college render regular
reports on performance of each student and to his/her
parents or guardians with specific suggestions for
32 9.52 134 39.88 80 23.81 90 26.79 2.68 O
improvement.
4. The faculty members assume the responsibility of
maintaining and sustaining their professional growth and
advancement and of maintaining professionalism and proper
18 5.36 117 34.82 80 23.81 121 36.01 2.90 O
behaviour at all times.
5. The faculty members refrain themselves from making
deductions in students' scholastic ratings for acts that are 25 7.44 137 40.77 94 27.98 80 23.81 2.68 O
not clearly manifestations of poor scholarship.
6. The faculty members participate as agents of
constructive social, economic, moral, intellectual, cultural
and political change in school and community within the 24 7.14 112 33.33 83 24.70 117 34.82 2.87 O
context of national policies (Section 16, Chapter 3, Batas
Pambansa Blg. 232: Education Act of 1982).
Average Weighted Mean 2.77 O
Legend: N – Never WM – Weighted Mean Scale: 1.00 - 1.74 = N
S – Seldom VI – Verbal Interpretation 1.75 - 2.49 = S
O – Often 2.50 - 3.24 = O
A – Always 3.25 - 4.00 = A
47
49
B. The Level of Performance of the faculty in terms of Moral Responsibilities
Table 6 presented the frequency count, percentage distribution and
weighted mean score of the respondents’ response in the level of
Performance of the faculty in terms of Moral Responsibilities.
This shows that majority of the faculties in all the five selected colleges
of MSU Main Campus, Marawi city were “often” performing their Moral
Responsibilities as perceived by the respondents of the Study with an Over-
all Average weighted mean 3.04.
The selected five colleges resulted to “often” in terms of performing the
following statement indicators, “1 . The faculty members in the college answer
well the questions of students.” Elicited a frequency of 57 or 16.96% with
weighted mean of (3.07); “2. The faculty members in the college attend class
regularly.” Elicited a frequency of 67 or 19.94% with weighted mean of (2.96);
“3. The faculty members in the college conduct class with enthusiasm and
humor.” Elicited a frequency of 63 or 18.75% With a weighted mean of (2.96);
“4. The faculty members in the college cover satisfactorily the contents of the
course.” Elicited a frequency of 59 or 17.56% with weighted mean of (3.07);
“5. The faculty members in the college encourage active participation of
students.” Elicited a frequency of 61 or 18.15% with a weighted mean of
(3.03); “6. The faculty members in the college give illustration/examples that
make lesson clear.” Elicited a frequency of 64 or 19.05% with a weighted

50
mean of (3.03); “7. The faculty members in the college give and returns
quizzes/exams regularly after correcting.” Elicited a frequency of 87 or
25.98% with a weighted mean of (2.98); “8. The faculty members in the
college motivate students to think and analyze.” Elicited a frequency of 66 or
college present lesson in and orderly manner.” Elicited a frequency of 53 or
college show approachability and open-mindedness.” Elicited a frequency of
59 or 17.56% with weighted mean of (3.05); “11. The faculty members in the
college use different methods and techniques of teaching to make lessons
clear.” Elicited a frequency of 49 or 14.58% with a weighted mean of (3.07).

51
Table 6
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Level of Performance of the faculty
in terms of Moral Responsibilities
N (1) S (2) O (3) A (4)

F % F % F % F %
1. The faculty members in the college answer
18 5.36 101 30.06 57 16.96 160 47.62 3.07 O
well the questions of students.
2. The faculty members in the college attend
8 2.38 130 38.69 67 19.94 131 38.99 2.96 O
class regularly.
3. The faculty members in the college conduct
11 3.27 127 37.80 63 18.75 135 40.18 2.96 O
class with enthusiasm and humour.
4. The faculty members in the college cover
10 2.98 112 33.33 59 17.56 155 46.13 3.07 O
satisfactorily the contents of the course.
5. The faculty members in the college
15 4.46 110 32.74 61 18.15 150 44.64 3.03 O
encourage active participation of students.
6. The faculty members in the college give
13 3.87 112 33.33 64 19.05 147 43.75 3.03 O
illustration/examples that make lesson clear.
7. The faculty members in the college give and
12 3.57 110 32.74 87 25.89 127 37.80 2.98 O
returns quizzes/exams regularly after correcting.
8. The faculty members in the college motivate
14 4.17 97 28.87 66 19.64 159 47.32 3.10 O
students to think and analyse.
9. The faculty members in the college present
12 3.57 110 32.74 53 15.77 161 47.92 3.08 O
lesson in and orderly manner.
10. The faculty members in the college show
13 3.87 110 32.74 59 17.56 154 45.83 3.05 O
approachability and open-mindedness.
11. The faculty members in the college use
different methods and techniques of teaching to 16 4.76 108 32.14 49 14.58 163 48.51 3.07 O
make lessons clear.
O – Often 2.50 - 3.24 = O
A – Always 3.25 - 4.00 = A
50
52
C. The Level of Performance of the faculty in terms of Virtues
weighted mean score of the respondents’ response in the level of
Performance of the faculty in terms of Virtues.
This shows that majority of the faculties in all the five selected colleges
of MSU Main Campus, Marawi city were “often” performing the virtues of a
faculty as perceived by the respondents of the Study with an Over-all Average
weighted mean of 2.96.
As presented in table 7, the respondents perceived the performance of
the faculty of the five Colleges as all often in terms of performing the virtues of
a faculty, “1. The faculty members in the college act with fairness” Elicited a
frequency of 63 or 18.75% with weighted mean of (2.95); “2. The faculty
members in the college avoid impropriety” Elicited a frequency of 79 or
23.51% with weighted mean of (2.93); “3. The faculty members in the college
are consistent” Elicited a frequency of 67 or 19.94% with weighted mean of
(2.93); “4. The faculty members in the college are respectful” Elicited a
members in the college are responsive & accountable” Elicited a frequency of
62 or 18.45% with weighted mean of (2.90); “6. The faculty members in the
college has a sense of transparency” Elicited a frequency of 60 or 17.86%
with weighted mean of (2.86); “7. The faculty members in the college shows
honesty” Elicited a frequency of 59 or 17.56% with weighted mean of (2.70);

53
“8. The faculty members in the college follows rules, laws, policies or
regulations” Elicited a frequency of 47 or 13.99% with weighted mean of
(3.01); “9. The faculty members in the college shows integrity” Elicited a
frequency of 52 or 15.48% with weighted mean of (3.09).
The data implies that the students of Mindanao State University are
more likely to have a better education because the faculties of the Colleges of
the University are often performing the virtues expected out of being a faculty.
54
Table 7
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Level of Performance of
the faculty in terms of Virtues
N (1) S (2) O (3) A (4)

F % F % F % F %
11 3.27 129 38.39 63 18.75 133 39.58 2.95 O
acts with fairness
17 5.06 115 34.23 79 23.51 125 37.20 3.93 O
avoid impropriety
14 4.17 126 37.50 67 19.94 129 38.39 2.93 O
is consistent
14 4.17 117 34.82 45 13.39 160 47.62 3.04 O
is respectful
16 4.76 129 38.39 62 18.45 129 38.39 2.90 O
is responsive & accountable
16 4.76 137 40.77 60 17.86 123 36.61 2.86 O
has a sense of transparency
14 4.17 122 36.31 59 17.56 141 41.96 2.97 O
shows honesty
follows rules, laws, policies or 9 2.68 130 38.69 47 13.99 150 44.64 3.01 O
regulations
6 1.79 118 35.12 52 15.48 160 47.62 3.09 O
shows integrity
O – Often 2.50 - 3.24 = O
A – Always 3.25 - 4.00 = A
53
55
D. The Level of Performance of the faculty in terms of Principles
The study used ten (10) indicators in table 8 and presented the
respondents’ response in the level of Performance of the faculty in terms of
Principles.
Table 8 shows that majority of the faculties in all the five selected
colleges of MSU Main Campus, Marawi city were “often” performing the
Principles of a faculty as perceived by the respondents of the Study with an
Over-all Average weighted mean 2.95..
As presented in table 8, the respondents perceived the performance of
the faculty of MSU as all often in terms of performing the principles of a
faculty,”1. The faculty members in the college adhere to legality & rationality.”
Elicited a frequency of 53 or 15.77% with weighted mean of (2.96); ”2. The
faculty members in the college are responsible and accountable.” Elicited a
frequency of 54 or 16.07% with a weighted mean of (2.96); “3. The faculty
members in the college have moral commitment to his work.” Elicited a
members in the college display excellence.” Elicited a frequency of 50 or
14.93% with weighted mean of (3.05); “5. The faculty members in the college
is responsive & resilience.” Elicited a frequency of 60 or 17.86% with
weighted mean of (2.96); “6. The faculty members in the college are
utilitarian.” Elicited a frequency of 69 or 20.54% with weighted mean of (2.83);

56
“7. The faculty members in the college have compassion” Elicited a frequency
of 59 or 16.67% with weighted mean of (2.95); “8. The faculty members in the
college are just” Elicited a frequency of 60 or 17.86% with weighted mean of
(2.88); “9. The faculty members in the college has transparency”. Elicited a
members in the college has integrity” Elicited a frequency of 46 or 13.69%
with weighted mean of (3.00).
Aside from the Over-all results of the level of performance of the
faculty in terms of Principle, the College of Agriculture obtained a verbal
interpretation of Never in statement indicator 2 “The faculty members in the
college are responsible and accountable”, with a weighted mean of (1.73).
The data implies that the students of the Mindanao State
University are more likely to have a positive education since the faculties of
the Mindanao State University are often performing the Principles expected
out of being a faculty

57
Table 8
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the Level of Performance of the
faculty in terms of Principles
N (1) S (2) O (3) A (4)

F % F % F % F %
1. The faculty members in the college adhere to
16 4.76 124 36.90 53 15.77 143 42.56 2.96 O
legality & rationality.
2. The faculty members in the college are
19 5.65 119 35.42 54 16.07 144 42.86 2.96 O
responsible and accountable.
3. The faculty members in the college have moral
15 4.46 117 34.82 54 16.07 150 44.64 3.01 O
commitment to his work.
4. The faculty members in the college display
8 2.39 122 36.42 50 14.93 155 46.27 3.05 O
excellence.
5. The faculty members in the college is
16 4.76 120 35.71 60 17.86 140 41.67 2.96 O
responsive & resilience.
12 3.57 144 42.86 69 20.54 111 33.04 2.83 O
utilitarian.
7. The faculty members in the college have
10 2.98 134 39.88 56 16.67 136 40.48 2.95 O
compassion.
8. The faculty members in the college are just. 14 4.17 137 40.77 60 17.86 125 37.20 2.88 O
9. The faculty members in the college has
14 4.17 134 39.88 61 18.15 127 37.80 2.90 O
transparency
10. The faculty members in the college has integrity 10 2.98 130 38.69 46 13.69 150 44.64 3.00 O

O – Often 2.50 - 3.24 = O
A – Always 3.25 - 4.00
56
58
PART III. The effect of the performance of the faculty members in

terms of responsibilities, virtues, and principles on the
students
A. The Effect of Performance of the Faculty members in terms of

Responsibilities
weighted mean score of the respondents’ response in The Effect of
Performance of the Faculty members in terms of Responsibilities.
colleges of MSU Main Campus, Marawi city were “Strongly Agree” on the
effects of performance of the faculty in terms of responsibilities as perceived
by the respondents of the Study with an Over-all Average weighted mean
4.38.
The selected five colleges resulted to strongly agree on the effects of
performance of the faculty in terms of performing the following statement
indicators: statement 1 “The Students feel discourage when the teachers are
irresponsible” obtained a frequency of 227 or 67.56% and with weighted
mean of 4.51; and statement 2 and 3 “The students become unprogressive
when the teachers do not fulfill the expected responsibilities”, “The
irresponsibility of the teachers connotes a negative impact to the students’
behavior and attitude” obtained a frequency of 186 or 55.36% and 189 or
56.25% with weighted mean of 4.32.

59
Table 9
Frequency Count, Weighted Mean and Percentage Distribution of Respondents on the
Effect of Performance of the Faculty members in terms of Responsibilities
SA (5) A (4) NAD (3) D (2) SD(1)

F % F % F % F % F %
1. The Students feel discourage when the
227 67.56 72 21.43 23 6.85 10 0.30 4 0.30 4.51 SA
teachers are irresponsible.
2. The students become unprogressive when the
186 55.36 96 28.57 37 11.01 11 1.19 6 1.19 4.32 SA
teachers do not fulfil the expected responsibilities.
3. The irresponsibility of the teachers connotes a
negative impact to the students’ behaviour and 189 56.25 96 28.57 28 8.33 14 1.79 9 0.30 4.32 SA
attitude.

D – Disagree 1.80 - 2.59 = D
58
60
B. The Effect of Performance of the Faculty members in terms of Virtues
Performance of the Faculty members in terms of Virtues.
effects of performance of the faculty in terms of virtues as perceived by the
respondents of the Study with an Over-all Average weighted mean 4.25.
indicators: statement 1 “The Students feel discourage when the teachers are
irresponsible”; obtained a frequency of 188 or 55.95% and with weighted
mean of 4.27; and statement 2 and 3 “The students become unprogressive
when the teachers do not fulfill the expected responsibilities”, “The
irresponsibility of the teachers connotes a negative impact to the students’
behavior and attitude” obtained a frequency of 192 or 57.14% and 185 or
55.06% and with weighted mean of 4.24.

61
Table 10
Effect of Performance of the Faculty members in terms of Virtues
SA (5) A (4) NAD (3) D (2) SD(1)

F % F % F % F % F %
1. The teacher who uses offensive words
188 55.95 83 24.70 42 12.50 15 4.46 8 2.38 4.27 SA
downgrades the self-esteem of the students.
2. The teacher who acts without fairness,
consistency, honesty and sense of transparency 192 57.14 86 25.60 31 9.23 13 3.87 14 4.17 4.24 SA
loses the students’ motivation to study.
3. The teacher who do not act according to the
laws, policies or regulations in line with the 185 55.06 90 26.79 33 9.82 14 4.17 14 4.17 4.24 SA
academe dismay the students.

D – Disagree 1.80 - 2.59 = D
60
62
C. The Effect of Performance of the Faculty members in terms of Principles
Performance of the Faculty members in terms of Principles.
Table 11 shows that majority of the students in all the five selected
negative effects of performance of the faculty in terms of principles as
perceived by the respondents of the Study with an Over-all Average weighted
mean 4.33.
indicators: statement 1 “The students become unproductive and incompetent
when the teacher is not consisted to his principles”; obtained a frequency of
189 or 56.25% and with weighted mean of 4.35; and statement 2 “The
students deprive their health when the teachers do not display compassion”
obtained a frequency of 172 or 51.19% and with weighted mean of 4.29; and
statement 3 “The students lose interest to the subject when the teachers
cannot show or supplement the needed knowledge expected by the students”
obtained a frequency of 186 or 55.36% and with weighted mean of 4.36.

63
The data implies that the students of the Mindanao State University
would definitely become unproductive, incompetent, and even lose interest to
the subject matter when the faculties are not consistent in performing their
principles, less compassion and cannot show or supplement the exact
knowledge expected by the students.

64
Table 11
Effect of Performance of the Faculty members in terms of Principles
SA (5) A (4) NAD (3) D (2) SD(1)

F % F % F % F % F %
1.The students become unproductive
and incompetent when the teacher is 189 56.25 97 28.87 35 10.42 9 2.68 6 1.79 4.35 SA
not consisted to his principles
2. The students deprive their health

172 51.19 108 32.14 45 13.39 8 2.38 3 0.89 4.29 SA
when the teachers do not display
compassion.
3. The students lose interest to the

subject when the teachers cannot 186 55.36 99 29.46 39 11.61 9 2.68 3 0.89 4.36 SA
show or supplement the needed
knowledge expected by the students.

D – Disagree 1.80 - 2.59 = D
63
65
CHAPTER V
SUMMARY OF FINDINGS, IMPLICATIONS AND RECOMMENDATIONS
The study focused on the Professional Ethics in the Academe:
Responsibilities, Virtues and Principles of the faculty from the selected
colleges. It sough answers to the following question: (1) what are the
responsibilities, virtues and principles of the faculty as perceived by the
students? (2) What is the level performance of professional ethics of faculty
as perceived by the students? And (3) what are the problems perceived by
the students.
The study used Ex Post Facto Research Design wherein a structured
questionnaire was employed in collecting the necessary data from the 3rd
year and 4th year student in the five (5) selected colleges in the Mindanao
State University-Main Campus Marawi City
Summary of Findings
It was revealed with an average weighted mean of 4.32 the students
were strongly agrees that the statement indicators provided in table 1 are
functional responsibilities of the faculty of the Mindanao State University –
Marawi City. With an average weighted mean of 4.31 the students were
strongly agrees that the statement indicators provided in table 2 are Moral
responsibilities of the faculty of the Mindanao State University – Marawi City.

66
It was also revealed with an average weighted mean of 4.65 that the students
were strongly agrees that the statement indicators provided in table 1.3 are
virtues of the faculty of the Mindanao State University – Marawi City. It was
revealed with an average weighted mean of 4.38 that the students were
strongly agrees that the statement indicators provided in table 1.4 are
Principles of the faculty of the Mindanao State University – Marawi City.
The study finds that Majority of the faculties in all the five selected
colleges of MSU Main Campus, Marawi city were “often” performing their
Functional Responsibilities with an Over-all Average weighted mean of 2.77,
Moral Responsibilities with an Over-all Average weighted mean of 3.04, the
virtues of a faculty with an Over-all Average weighted mean of 2.26 and the
Principles of a faculty with an Over-all Average weighted mean 2.95.
The Study finds that majority of the respondents in all the five selected
negative effects of performance of the faculty in terms of responsibilities with
an Over-all Average weighted mean of 4.38, virtues with an Over-all Average
weighted mean of 4.25, principles as with an Over-all Average weighted
mean of 4.33.
67
Implications
On the basis of the study findings, their corresponding implications are
presented below.
1. The data implies that the functional responsibilities are functional
responsibilities of the faculty of Mindanao State University that must
be practiced as to it has a positive impacts to the students based
on their perception.
2. The data implies that the mentioned statement indicators are moral
responsibilities of the faculty of Mindanao State University that must
be practiced as to it has a positive impacts to the students based
on the gathered information.
3. The data implies that the mentioned virtues are virtues of the
faculty of Mindanao State University that must be followed by the
faculty to deliver an effective and efficient service to the students.
4. The data implies that the mentioned principles are principles of the
faculty of Mindanao State University that must be followed by the
faculty to deliver an effective and efficient service to the students.
5. The data implies that the students of the Mindanao State University
are more likely to have a better education since the faculties of the
Mindanao state University are often performing the functional
responsibilities expected out of a faculty in an institution.

68
6. It implies that the students of the Mindanao State University are
more likely to have a better education since the faculties of the
University are often adhering to their moral responsibilities as a
faculty.
7. The data implies that the students of Mindanao State University are
more likely to have a better education because the faculties of the
Colleges of the University are often performing the virtues expected
out of being a faculty.
are more likely to have a positive education since the faculties of
the Mindanao State University are often performing the Principles
expected out of being a faculty.
were definitely feet discourage and unprogressive when the
faculties are Irresponsible. Additionally, the faculties’
irresponsibility’s will highly impact the behavior and attitude of the
students negatively.
10. The data implies that the students of Mindanao State University
would definitely downgrades their self-esteem, demotivated and
even dismay the students when the faculties of the Mindanao State
University are not performing properly the virtues expected out of
being a faculty.
69
would definitely become unproductive, incompetent, and even lose
interest to the subject matter when the faculties are not consistent
in performing their principles, less compassion and cannot show or
supplement the exact knowledge expected by the students.

70
Recommendations
Based on the research problems and the findings of the study the
following recommendations were formulated.
First, it is necessary for the university management to evaluate and
monitor the performance of the faculty more strictly and with the evidences
that they are fully complying their responsibilities and duties so that the
problems can be identified and their corresponding solutions can be
immediately laid out. It is the interest and satisfaction of the academe
especially the students that should serve as a parameter for measuring the
performance of the faculty.
Second, the university should address the issues on poor recruitment
and selection of employees to prevent the negative impacts of the
performance of the faculties on the perceptions of the students. This study
therefore suggests that strict implementation of the principles of merit and
fitness must be followed religiously and with utmost adherence to the policy.
Third, the university should adopt strategic measures that will change
the old outlook or perspective of its faculties which may include positive
change in values and attitudes toward performing duties and responsibilities.
While it is difficult to change what the faculty’s usual conduct in terms of
handling his/her work, it can be change for the better through the approach of
the faculty to his/he work like being punctual, diligence and approachable,
71
compassionate, responsive, responsible and accountable, transparent and
just and also the faculty should possess integrity.
Fourth, the University should conduct an Orientation Program to all its
Employees, faculties and staff in at least every First Semester of Every
School year. Emphasizing and specifying the functions, duties and
responsibilities of every Individual to their assigned position for their own
benefits as a person and for the betterment of the Mindanao State University.
Finally, this study should encourage researchers to conduct the similar
studies in the future that will expand areas not well-explained or answered in
this study.
It also encourages researchers to conduct a research to know the
perceptions of the faculty toward the students, and to prove and disprove
some of the findings of the study.

72
REFERENCES
Abelson & Nielson (1967: 81-81). Encyclopedia of Philosophy.
Abdulrachman, S. (2006). Public Ethics and Accountability
Alexander, L. & Moore, M. (2007). Deontological ethics.
Athanassoulis N (n.d.), Virtue Ethics. Retrieved on February 6,2019 from

bit.ly/2DV4i79
Banfield, S.R., Richmond, V.P., & McCroskey, J.C. (2006). The effect of
teacher misbahvaiors on teacher credibility and affect for the teacher.
Communication Education, 55(1), 63-72
Bivins, T.H. (2006). Responsibility and Accountability. Ethics in Public

relations: Responsibility advocacy, 19-38.
Bovens, Mark, 1998, The Quest for Responsibility: Accountability and

Citizenship in Complex Organisations. Cambridge: Cambridge University
Press.
Bovens, M., P.'t Hart, S. Dekker & G. Verheuvel, 1999, ‘The Politics of Blame
Avoidance:
Bovens, M.A.P., 2005, ‘Public Accountability’, in: E. Ferlie, L. Lynne & C.

Pollitt (eds.), The Oxford Handbook of Public Management, Oxford: Oxford
University Press.
British Broadcasting Corporation (2014), Duty based Ethics. Retrieved on

February 6, 2019 from bbc.in/2RHjd8s
British Broadcasting Corporation (2014), Virtues Ethics. Retrieved on

February 6, 2019 from bbc.in/2WHjDIY
Cendon, A.B. (2000). Accountability and Public Administration: concepts,

dimensions, developments. Openness and transparency in governance:
Challenges and oppurtunities, 22-61.
Chronicle G. (2012). The teacher and the society. Retrieved from

bit.ly/2RUK5af on February 10, 2019.
Consequentialism. Retrieved from standford.io/2UFy70s on February 6, 2019.

73
Defensive Tactics in a Dutch Crime-fighting Fiasco’. In: H.K. Anheier (ed.),

When things go wrong: Organizational failures and breakdowns, Thousand
Oaks: Sage:123-147.
Deontological ethics. Retrieved from bit.ly/2S9vmlt on February 6, 2019.

.
Ethics. Retrieved from bit.ly/2WJTj80 on February 6, 2019.
Eudemonism. Retrieved from bit.ly/2WM2rZt on February 6, 2019.
Fieser J. (n.d.), Ethics. Retrieved on February 6, 2019 from bit.ly/2WSTj80
Hedonism. Retrieved from bit.ly/2Tam9FE on February 6, 2019.
Hursthouse, Rosalind and Pettigrove, Glen (2018). Virtue Ethics. Retrieved

from standard.io/2TyyLH2 on February 6, 2019.
Immanuel Kant. Retrieved from bit.ly/2GureMh on February 6, 2019.
Kantian Duty Based (Deontological) Ethics. Retrieved from bit.ly/2t9K2bH on

February 6, 2019.
Rich, K.L. (2013). Introduction to ethics. Nursing Ethics.
Sockett, H. (1993). The moral basis of teacher professionalism. New York:

Teachers College Press
Teaching Profession: Mother of all Professions. Retrieved from

bit.ly/2RoY6rw on February 10, 2019.
Teaching Strategies: The importance of morality. Retrieved from

bit.ly/2Rnc6lu on February 10 2019.
The history of Utilitarianism. Retrieved from standford.io/2DVbTCx on

February 6, 2019.
The importance of teachers in our society. Retrieved from bit.ly/2CR1kPg on

February 10, 2019.
The Wing Institute (2019). Teacher competencies. Retrieved from

bit.ly/2HDY6nY on February 10, 2019.
Timmons, M. (2008). Toward a Sentimentalist Deontology. Moral Psychology:

The Neuroscience of Morality: Emotion, Brain Disorders, and Development, 3,
93.
74
Utilitarianism. Retrieved from bit.ly/2D99Wkm on February 6, 2019.
Van Staveren, I. (2007). Beyond utilitarianism and deontology: Ethics in

economics. Review of Political Economy, 19(1), 21-35.
Virtue Ethics. Retrieved from bbc.in/2WHtDIY on February 6, 2019.
Virtue Ethics. Retrieved from bit.ly/2UJ3XK5 on February 6, 2019.
Virtue Ethics. Retrieved from stanford.io/2TyyLNz on February 6, 2019.
Westacott E. (2018). The basic Principles of Utilitarianism. Retrieved from

bit.ly/2DWFdbV on February 6, 2019.
75
Appendices
76
APPENDIX A
LETTER TO THE DEAN
April __, 2019
Dean
This University
Dear Madam:
Greetings of Peace!
The undersigned are students of the Department of Public Administration at the

College of Public Affairs in this University. At present, the undersigned students are
conducting a research entitled “PROFFESSIONAL ETHICS IN THE ACADEME:
RESPONSIBILITIES, VIRTUES AND PRINCIPLES OF THE FACULTY AS
PERCEIVED BY THE SELECTED STUDENTS OF THE MINDANAO STATE
UNIVERSITY-MARAWI CITY”
In this connection, we would like to ask your permission to allow us to conduct the
survey in your esteemed college. Your permission will help the researchers facilitate
a smooth on the survey.
Thank you very much for your support and more power!
Respectfully Yours,
RAIHANNAH P. MACADAYA
ABDUL HAKIM D. MAMBUAY
NORHANIFA U. MALA
NAILAH A. MATANOG
Researchers
Noted by:
MOHAMMAD-YUSOPH P. MAPIA, M.I.E

Thesis Adviser
77
APPENDIX B
LETTER TO THE RESPONDENTS
April __, 2019
Dear Sir/Ma’am:
Greetings of Peace!
The undersigned are students of the Department of Public Administration at the

College of Public Affairs in this University. At present, the undersigned students are
conducting a research entitled “PROFFESSIONAL ETHICS IN THE ACADEME:
RESPONSIBILITIES, VIRTUES AND PRINCIPLES OF THE FACULTY AS
PERCEIVED BY THE SELECTED STUDENTS OF THE MINDANAO STATE
UNIVERSITY-MARAWI CITY”
In line with this, may we humbly ask your sincere responses to the attached
questionnaire, with the hopes in mind that all help and cooperation will be significant
as an instrument to achieve the success of this study.
Rests assure that all meaningful information to be obtained shall be treated with
utmost confidentiality in conformity with research ethics.
Thank you very much!
Respectfully Yours,
RAIHANNAH P. MACADAYA
ABDUL HAKIM D. MAMBUAY
NORHANIFA U. MALA
NAILAH A. MATANOG
Researchers
Noted by:
MOHAMMAD-YUSOPH P. MAPIA, M.I.E

Thesis Adviser
78
APPENDIX C
QUESTIONNAIRE
QUESTIONNAIRE
PROFESSIONAL ETHICS IN THE ACADEME: RESPONSIBILITIES,

VIRTUES AND PRINCIPLES OF THE FACULTY AS PERCEIVED
BY THE SELECTED STUDENTS OF THE MINDANAO
STATE UNIVERSITY-MARAWI CITY
GENERAL DIRECTION: Please put a (/) or right the needed information on the space
provided.
Name (Optional): ___________________________________________________

Age: ___________________________________________________
College/Department: ___________________________________________________
Year and Course: ___________________________________________________
Gender: ( ) Male ( ) Female
PART I. THE RESPONSIBILITIES, VIRTUES, AND PRINCIPLES OF THE FACULTY

AS PERCIEVED BY THE STUDENTS
Please answer carefully. Check the appropriate number which corresponds to your
answer
Origin:
SA Strongly Agree NAD Neither Agree or Disagree SD Strongly Disagree
A Agree D Disagree
A. FUNCTIONAL RESPONSIBILITIES OF THE FACULTY

SA A NAD D SD
FUNCTIONAL RESPONSIBILITIES
5 4 3 2 1
1. A faculty should perform his/her duties to the school by
discharging his/her responsibilities in accordance with the
philosophy, goals and objectives of the school.
2. A faculty should be accountable for the efficient and
effective attainment of specified learning objectives in
pursuance of national development goals within the limits of
79
available school resources.

3. A faculty should render regular reports on performance of
each student and to his/her parents or guardians with
specific suggestions for improvement.
4. A faculty should assume the responsibility maintaining and
sustaining his/her professional growth and advancement and
of maintaining professionalism and proper behavior at all
times.
5. A faculty should refrain or be prohibited from making
deductions in students' scholastic ratings for acts that are not
clearly manifestations of poor scholarship.
6. A faculty should participate as an agent of constructive
social, economic, moral, intellectual, cultural and political
change in his/her school and community within the context
of national policies (Section 16, Chapter 3, Batas Pambansa
Blg. 232: Education Act of 1982).
Adopted from Section 16, Chapter 3, and Batas Pambansa Blg. 232: Education Act of
1982.
B. MORAL RESPONSIBILITIES OF THE FACULTY
SA A NAD D SD
MORAL RESPONSIBILITIES
5 4 3 2 1
1. A faculty should answer well the questions of students.
2. A faculty should attend class regularly.
3. A faculty should conducts class with enthusiasm and humor.
4. A faculty should covers satisfactorily the contents of the
course
5. A faculty should encourage active participation of students.
6. A faculty should give illustration/examples that make lesson
clear.
7. A faculty should give and return quizzes/exams regularly
after correcting.
8. A faculty should motivate students to think and analyze.
9. A faculty should present lesson in and orderly manner.
10. A faculty should show approachability and open-mindedness.
11. A faculty should use different methods and techniques of
teaching to make lessons clear.
Adopted from MSU Teaching Efficiency Rating (TER) Scale Form 1.
C. VIRTUES OF THE FACULTY
SA A NAD D SD
80
VIRTUES 5 4 3 2 1
1. A faculty should act with fairness
2. A faculty should avoid impropriety
3. A faculty should be consistent
4. A faculty should be respectful
5. A faculty should be responsive & accountable
6. A faculty should be transparent
7. A faculty should display honesty
8. A faculty should obey laws, policies or regulations
9. A faculty should show integrity
D. PRINCIPLES OF THE FACULTY
S
SA A NAD D
PRINCIPLES D
5 4 3 2 1
1. A faculty should adhere to legality & rationality
2. A faculty should display responsibility & accountability
3. A faculty should have moral commitment to his work
4. A faculty should display excellence
5. A faculty should be responsive & resilient
6. A faculty should be utilitarian
7. A faculty should be compassionate
8. A faculty should be just
9. A faculty should be transparent
10. A faculty should possess integrity
PART II. THE LEVEL OF PERFORMANCE OF THE FACULTY IN

TERMS OF RESPONSIBILITY, VIRTUES, AND PRINCIPLES.
Question: How can you assess your instructors in your college/department in terms of
responsibilities, virtues and principles.
Origin:
1- Never 4- Rarely
2- Seldom 5- Always
3- Often
A. FUNCTIONAL RESPONSIBILITIES OF THE FACULLTY

ALWAY
FUNCTIONAL RESPONSIBILITIES NEVER SELDOM OFTEN RARELY S
1 2 3 4 5
81
1. The faculty members in the college perform

their duties to the school by discharging
their responsibilities in accordance with the
philosophy, goals and objectives of the
school.
accountable for the efficient and
effective attainment of specified
learning objectives in pursuance of
national development goals within the
limits of available school resources.
render regular reports on performance
of each student and to his/her parents or
guardians with specific suggestions for
improvement.
4. The faculty members assume the
responsibility of maintaining and
sustaining their professional growth and
advancement and of maintaining
professionalism and proper behavior at
all times.
5. The faculty members refrain themselves
from making deductions in students'
scholastic ratings for acts that are not
clearly manifestations of poor
scholarship.
6. The faculty members participate as
agents of constructive social, economic,
moral, intellectual, cultural and political
change in school and community within
the context of national policies (Section
16, Chapter 3, Batas Pambansa Blg.
232: Education Act of 1982).
Adopted from Section 16, Chapter 3, and Batas Pambasa Blg. 232: Education Act of
1982.
B. MORAL RESPONSIBILITIES OF THE FACULTY

NEVER SELDOM OFTEN RARELY ALWAYS
MORAL RESPONSIBILITIES 1 2 3 4 5
82

answer well the questions of students.
attends class regularly.
conducts class with enthusiasm and
humor.
covers satisfactorily the contents of the
course
encourages active participation of
students.
6. The faculty members in the college gives
illustration/examples that make lesson
clear.
7. The faculty members in the college gives
and returns quizzes/exams regularly after
correcting.
motivates students to think and analyze.
presents lesson in and orderly manner.
shows approachability and open-
mindedness.
11. The faculty members in the college uses
different methods and techniques of
teaching to make lessons clear.
Adopted from MSU Teaching Efficiency Rating (TER) Scale Form 1.
C. VIRTUES OF THE FACULTY

VIRTUES 1 2 3 4 5
1. The faculty members in the college acts
with fairness
avoid impropriety
consistent
respectful
responsive & accountable
83
6. The faculty members in the college has a

sense of transparency
shows honesty
follows rules, laws, policies or
regulations
shows integrity
D. PRINCIPLES OF THE FACULTY

PRINCIPLES 1 2 3 4 5
adhere to legality & rationality
responsible and accountable
3. The faculty members in the college have
moral commitment to his work
display excellence
responsive & resilience
utilitarian
compassion
just
transparency
integrity
PART III THE EFFECT OF THE PERFORMANCE OF THE FACULTY

MEMBERS IN TERMS OF RESPONSIBILITIES, VIRTUES,
AND PRINCIPLES ON THE STUDENTS
Question: What is the effect of the performance of your instructors in terms of

responsibilities, virtues and principles on your performance?
84
A. RESPONSIBILITIES OF THE FACULTY
SA A NAD D SD
RESPONSIBILITIES
5 4 3 2 1
1. The Students feel discourage when the
teachers are irresponsible.
2. The students become unprogressive
when the teachers do not fulfill the
expected responsibilities.
3. The irresponsibility of the teachers
connotes a negative impact to the
students’ behavior and attitude.
Other specifies:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. VIRTUES OF THE FACULTY

SA A NAD D SD
VIRTUES
5 4 3 2 1
1. The teacher who uses offensive words
downgrades the self-esteem of the
students.
2. The teacher who acts without fairness,
consistency, honesty and sense of
transparency loses the students’
motivation to study.
3. The teacher who do not act according to
the laws, policies or regulations in line
with the academe dismay the students.
Other specifies:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. PRINCIPLES OF THE FACULTY
SA A NAD D SD
PRINCIPLES
5 4 3 2 1
1. The students become unproductive and
incompetent when the teacher is not
consisted to his principles
85
2. The students deprive their health when

the teachers do not display compassion.
3. The students lose interest to the subject
when the teachers cannot show or
supplement the needed knowledge
expected by the students.
Other specifies:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Thank you very much for your favorable participation.

86
APPENDIX C
DOCUMENTATION
Thesis Final Defense with our Thesis Adviser Sir Mohammad-Yusoph P.

Mapia, M.I.E, and our Panelists Professor Shaid-Ali S. Mohammad and Prof.
Nor-Ainie Gubaten-Gabriel
87
SURVEY CONDUCTED IN THE SELECTED COLLEGES OF MINDANAO

STATE UNIVERSITY – MAIN CAMPUS MARAWI CITY
88
Curriculum
Vitae
Curriculum Vitae
89
ABDUL HAKIM DEMALNA MAMBUAY

Lopez Jaena St, Digos City Davao Del Sur
PERSONAL INFORMATION:
N-NAME: “Akim” or “Hakim”

E-MAIL: [email protected]
CIVIL STATUS: SINGLE
DATE OF BIRTH: JULY 16, 1996
PLACE OF BIRTH: TIRAD PASS ST, DIGOS CITY DAVAO DEL SUR
HOME ADDRESS: LOPEZ JAENA ST, DIGOS CITY DAVAO DEL SUR
RELIGION: ISLAM
TRIBE: MERANAO
MOTHER’S NAME: SARAH BARUANG DEMALNA
FATHER’S NAME: H. AMER MADALE MAMBUAY
EDUCATIONAL BACKGROUND:
ELEMENTARY: RAMON MAGSAYSAY CENTRAL ELEMENTARY
SCHOOL
SECONDARY: HOLY CROSS ACADEMY OF INSTITUTE
TERTIARY: MINDANAO STATE UNIVERSITY-MAIN CAMPUS
BACHELOR OF SCIENCE IN PUBLIC
ADMINISTRATION
MAJOR IN PUBLIC FISCAL ADMINISTRATION
MARAWI CITY LANAO DEL SUR
APPRENTICESHIP:
On the Job Training (June 11-July 30, 2018)
Commission on Audit
Davao City, Philippines
Curriculum vitae
NORHANIFA UNDA MALA

Poblacion 2, Parang, Maguinadanao
90
N-NAME: “Hanifa” or “Nor”

DATE OF BIRTH: JANUARY 06, 1997
PLACE OF BIRTH: POBLACION 2, PARANG, MAGUINDANAO
HOME ADDRESS: BRGY NITUAN, BLISS, PARANG MAGUINDANAO
RELIGION: ISLAM
TRIBE: MERANAO
MOTHER’S NAME: MAMOLAWAN U. MALA
FATHER’S NAME: BOCARI D. MALA-ADILAO
ELEMENTARY: BAYANGA ELEMENTARY SCHOOL
SECONDARY: PARANG NATIONAL HIGH SCHOOL
ADMINISTRATION
APPRENTICESHIP:
Commission on Audit
Curriculum Vitae
RAIHANNAH PALAO MACADAYA

Lumbac, Maguing Lanao Del Sur
91
N-NAME: “Raico” or “Rhye”

DATE OF BIRTH: JANUARY 02, 1999
PLACE OF BIRTH: LUMBAC, MAGUING LANAO DEL SUR
HOME ADDRESS: LUMBAC, MAGUING LANAO DEL SUR
RELIGION: ISLAM
TRIBE: MERANAO
MOTHER’S NAME: DIAMOND C. PALAO
FATHER’S NAME: MACAPADO M. MACADAYA
ELEMENTARY: SIWADATO ELEMENTARY SCHOOL
SECONDARY: MSU-SIWADATO COMMUNITY HIGH SCHOOL
ADMINISTRATION
Apprenticeship:
PagIBIG FUND
Iligan City, Philippines
Curriculum Vitae
NAILAH AMPATUA MATANOG

COTABATO CITY, NORTH COTABATO
92
N-NAME: “Ilah” or Nam”

DATE OF BIRTH: MARCH 31, 1997
PLACE OF BIRTH: ALAMADA, COTABATO CITY
HOME ADDRESS: RANGAYEN, ALAMADA COTABATO CITY
RELIGION: ISLAM
TRIBE: MERANAO/IRANUN
MOTHER’S NAME: NORHAINAH MACARANDAY AMPATUA
FATHER’S NAME: ABDUL MANAN MATANOG
ELEMENTARY: RANGAYEN ELEMENTARY SCHOOL
SECONDARY: RANGAYEN HIGH SCHOOL
ADMINISTRATION
APPRENTICESHIP:
Mindanao Development Authority

Chapter 1,2,3,4,5 Final Na

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1,2,3,4,5 Final Na

Uploaded by

Copyright:

Available Formats

1

Background of the Study

Responsibility is a sphere of duty or obligation assigned to a person by

Administration point of view, the term responsibility has four different

meanings that include capacity, accountability, liability, and virtue (Cendon,

A.B., 2000). Responsibility is composed of a duty to discharge not only the

For instance, the functional obligation of a teacher as stated in the

by discharging his responsibilities in accordance with the philosophy, goals,

and objectives of the school. Whereas, the moral obligation of a teacher as

quality of academic performance.

Teachers are regarded as the strongest pillars of the society

(bit.ly/2RoY6rw). They are important facet of any society for a number of

children and imparting knowledge upon them in their most impressionable

keen interest in their job, then success is ensured (bit.ly/2CR1kPg).

A teacher has to be competent, morally upright and knowledgeable

because an incompetent teacher is a bad individual and embodiment of

corrupt and incompetent generations (Chronicle G., 2012). Maximization of

student learning requires a wide-ranging array of competencies in an

especially complex environment where critical decisions are required each

day (The Wing Institute, 2019).

moral standards (bit.ly/2Rnc6lu). A study shows that when a teacher who

was described as engaging in offensive misbehaviors was e evaluated less

behavior of teachers that “behaving towards the students aggressively” was

teaching, “threatening the students with low grades” and “making

The philosophy of the Mindanao State University as stated in section of

mission stipulated in section 2 of article 1, be committed to the total

excellence. It is one of the functional obligations of a faculty to discharge his

responsibilities in accordance with the philosophy, goals, and objectives of

accountability, all faculties shall be accountable for their actions in the

performance of their official functions and responsibilities.

A third-year student from the College of Education encountered an

irresponsible faculty when she was a first-year student and a second-year

absenteeism and being irritable).

This study aimed to know the responsibilities, virtues, and principles of

selected students. Furthermore, this study aimed to know the probable

consequences when a faculty fulfilled his/her responsibilities with a spirit of

virtues and principles.

Statement of the Problem

principles of the Faculty of the Mindanao State University Main Campus –

1. What are the responsibilities, virtues and principles of the faculty as

perceived by the students?

2. What is the level of performance of professional ethics of faculty as

perceived by the students?

3. What are the problems perceived by the students?

Deontological Ethics (Duty-Based Ethics)

deontological approach to ethics regards morality as a duty, or a moral rule

that ought to be followed.

Deontological ethics is about following universal norms prescribe what

morality of principles, not of consequences. It resides in reason, not in utility-

providing feelings (Van Staveren, I., 2007).

Deontology is a normative theory about the relationship

a certain of principles and rules regardless of outcome. In deontological ethics

an action is considered morally good because of some characteristic of the

consequences, which is why it’s sometimes called ‘non-consequentialist’

(British Broadcasting Corporation, 2014). This theory live in a universe of

is wrong to tell lies, and it is right to keep promises (British Broadcasting

The first philosopher to define deontological principles was Immanuel

bit.ly/2t9K2bH). Kant is responsible for the most prominent and well-known

categorical imperative – i.e., an unconditional command and believed that its

content could be established by human reason alone (bit.ly/2S9vmlt). There

are three formulations of Kant’s categorical imperative (bit.ly/2t9K2bH), as

will that it should become a universal law without contradiction.” For

or in the person of any other, never merely as a means to an end but