Cultural Sensitivity and Teaching Performance of College Instructions in Congressional District 1, Batangas

Abstract

Cultural sensitivity has become an essential component of effective teaching in increasingly diverse higher education classrooms. College instructors are expected to foster inclusive learning environments that recognize and respect students’ varied cultural backgrounds.

This study aimed to determine the extent of manifestation of cultural sensitivity and the level of teaching performance of college instructors in Congressional District 1, Batangas, and to identify the significant relationship between the two variables.

The study utilized a descriptive-correlational research design. Respondents included college instructors from public and private higher education institutions in Congressional District 1, Batangas. Data were gathered through survey questionnaires focusing on cultural awareness, understanding, acceptance and respect, adaptation and integration, competence, and teaching performance in terms of planning and preparation, classroom environment, and instruction. Statistical tools such as weighted mean and correlation analysis were used in analyzing the data.

Findings revealed that college instructors demonstrated a high extent of manifestation of cultural sensitivity across all dimensions and exhibited a high level of teaching performance. Results further showed that there was a significant relationship between cultural sensitivity and teaching performance, indicating that culturally sensitive instructors tend to perform more effectively in instructional delivery and classroom management.

The study concluded that cultural sensitivity plays a vital role in enhancing teaching performance and promoting inclusive learning environments in higher education. The findings served as the basis for the development of a proposed resource guide to strengthen culturally responsive teaching practices among college instructors.