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.
