Communication Strategies Employed by Teachers to Promote School Values among its Students: Case Study of Quezon City Academy

Abstract

Strategies are very important in accomplishing organizational goals including those of a school. In doing this, communication is always present. Such communication processes are employed to the values teaching strategies in schools. However, due to the lack of studies performed on this topic, there is a gap in knowledge about the importance of communication in the process of values transmission. Thus, this study aims to answer the question, “what communication strategies are employed by teachers of Quezon City Academy (QCA) to promote the school values to its students?" To answer the problem, the researcher conducted a descriptive-exploratory research on the profile and culture of QCA and its faculty. Data used in the study were gathered through interviews with purposively selected key informants. These include five (5) members of the faculty and one (1) administrator. Five (5) selected students were also interviewed to countercheck the data collected from the teachers. A thematic analysis was done on the organizational culture of QCA and the teaching strategies that are used by the faculty to promote its cultural values. The data gathered were organized according to the sub-problems that this study aims to answer. QCA is a secondary academic institution established in 1963, which is directed towards providing quality education and developing young leaders. It strives to produce a very competitive breed of student achievers through the transmission of its values of discipline and academic excellence. To promote the aforementioned values, QCA implements rules using the Student Manual, monitors student progress through the NPS>AS program, gives responsibilities to students, arranges Home Room Organizations, and utilizes a reward system to promote the school's values to its students. To support QCA's effort to promote the schools values, teachers also use a number of strategies. These strategies include using hypothetical and real-life situations, using well-chosen language, giving feedback through recognitions, rewards, and punishments, role-playing, using models, encouraging the students to engage in reflection, recollection and exchange of ideas, listening to students' concerns and influencing their decisions. Teachers are able to promote the school's values through various strategies that involve interactions with their students. The strategies that teachers employ to support the school's effort in promoting its values to the students are implemented through different verbal communication such as clarifying statements, speaking vividly, giving feedback, and group dynamics. Moreover, non-verbal communication processes are also present such as kinesics, haptics, paralanguage, using role-models as artifacts, and emphatic listening. Teachers also encourage the students to engage in activities that involve intrapersonal communication like self-perception and social comparison. Hence, QCA's values are transmitted through teacher-student interactions and communication is always present in the process of values transmission.