FACTORS AFFECTING THE TEACHING PERFORMANCE OF TEACHERS

1. Arowwai Industries
FATHER SATURNINO URIOS UNIVERSITY
Teacher Education Program
FACTORS AFFECTING THE TEACHING
PERFORMANCE OF TEACHERS IN ONG YIU
CENTRAL ELEMENTARY SCHOOL
Presented by
Madrid, Angelin B.
Otaza, Mary Cres D.
Pareja, Kathy C.
Pelenio, Joel Rei A.
Perejoles, Angelou N.
May 2023

2. TABLE OF CONTENTS
Chapter 1 : The Problem and its Scope
 Background of the Study
 Review of Related Literature
 Theoretical Framework
 Conceptual Framework
 Research Paradigm
 Statement of the Problem
 Significance of the study
 Definition of Terms

3. TABLE OF CONTENTS
 Research Design
 Research Environment,
Population and Sample
 Research Instrument
 Sampling Techniques
 Data Gathering Procedure
 Ethical Considerations
 Data Analysis
 Statistical Treatment
Chapter 2: Research Methodology

4. TABLE OF CONTENTS
Chapter 3: Presentation,
Analysis and Interpretation of
Data
Chapter 4: Summary,
Conclusions, and
Recommendations

5. BACKGROUND OF THE STUDY
CHAPTER 1: THE PROBLEM AND ITS SCOPE
● In education, the relationship between students and teachers becomes an important
factor in the success of the learning and teaching activities, both in gaining
knowledge and in developing the personality of students (Kanya, 2011).
● According to Haramain (2006), there are various factors that influence teaching
performance of teachers like the person related, school-related; learner-related; and
community related factors as teachers are considered as the front-liners in educating
the minds, limbs and hearts of human resources.

6. THEORETICAL FRAMEWORK
The Self Determination Theory
Edward Deci and Richard Ryan (2009)
● This theory states the focuses on understanding the motivation behind human behavior.
● According to Edward Deci and Richard Ryan (2009) focuses on understanding the
motivation behind human behavior.
● Self Determination Theory was applied to understand how these factors impact
teachers' motivation and well-being, and in turn, their performance.
● thus, highlights the importance of addressing these fundamental needs to enhance
teachers' motivation, well-being, and overall performance.

7. CONCEPTUAL FRAMEWORK

8. STATEMENT OF THE PROBLEM
1. What are the factors affecting the teaching performance in teachers of Ong Yiu Central Elementary
School for SY 2022-2023 in terms of: :
1.1 Person-related factors;
1.2 School-related factors;
1.3 Learner-related factors; and,
1.4 Community-related factors?
2. What is the extent of the teaching performance of teachers in terms of:
2.1 Content Knowledge and Pedagogy;
2.2 Learning Environment
2.3 Diversity of Learners;
2.4 Curriculum and Planning and;
2.5 Assessment and Reporting
3. Is there a significant relationship between the factors and the teaching performance of teachers
based on the PPST indicators?

9. SIGNIFICANCE OF THE STUDY
The study will be beneficial to;
Teachers. The information on the factors affecting their teaching performance, will help
them in planning new and effective methodologies, techniques, and strategies in the
teaching process.
Students. This study will give them awareness to the factors that affects the teaching
performance of the Teachers in their school. By the help of this information, they may be
able to understand the challenges faced by their Teachers and help them to cope in
certain ways.
School Administrators. This will provide information on the difficulties faced by the
Teachers of Ong Yiu Central Elementary School that serves as their basis to implement
programs that helps Teachers withstand the identified factors.

10. SIGNIFICANCE OF THE STUDY
The study will be beneficial to;
Parents. They may be able to have a deeper understanding on the teaching performance
of Teachers based on the information in the data gathered.
Future Researchers. This will provide data that will require researchers to engage
further studies on the topic under considerations

11. CHAPTER 2: RESEARCH METHODOLOGY
RESEARCH DESIGN
RESEARCH ENVIRONMENT, POPULATION AND SAMPLE
This research study employs a descriptive-correlational design.
The research is conducted in Ong Yiu Central Elementary School located at
Ong Yiu, Butuan City, Agusan Del Norte.
The total population of teachers from grade one to grade six is 45 teachers.
The total teacher is 35, equivalent to 77% of the total teacher population.

12. DISTRIBUTION OF RESPONDENTS
GRADE LEVEL N n Percentage
Grade 1 8 6 0.13
Grade 2 9 7 0.16
Grade 3 7 7 0.16
Grade 4 8 6 0.13
Grade 5 8 5 0.11
Grade6 5 4 0.08
Total 45 35 0.77
Table 1. Table of Respondents
CHAPTER 2: RESEARCH METHODOLOGY

13. RESEARCH INSTRUMENT
This study used a adapted questionnaire checklist .
The study employed purposive sampling technique in identifying the
participants.
SAMPLING TECHNIQUES

14. DATA GATHERING PROCEDURE
I. Approval Phase
● Send a letter to the research adviser and the TEP Dean for approval.
● Once granted, the formal letter will be forwarded to the principal to ask
permission to conduct a survey and face-to-face interview.
● Upon its approval, the researchers directly conducted the study. Informed
consent will be presented to the respondents so they can participate willingly
in the study.
II. Distribution Phase
● The researchers will conduct the survey and interview room by room per
grade level.
● In administering the questionnaire, the researchers used the time allotted for
the vacant of the respondents to avoid distractions during their class.

15. DATA ANALYSIS
The following steps were conducted in a step-by-step manner.
a)The researchers get the total number of responses for each item in the survey-
questionnaires given to the respondents.
b)The researchers get the percentage and qualitative description of each total
number of responses.
c)After getting the total percentage/qualitative description for each survey-
questionnaire, the researchers gathered their mean.
d)The researchers then classified the qualitative descriptions mean for each
questionnaire based on the classifications on the factors and teaching performance
found in the definition of terms.

16. DATA ANALYSIS
e)The researchers also classified the qualitative description mean for each
questionnaire based on the five domains from the Philippine Professional Standards
for Teachers (PPST).
f) Lastly, the researchers tested the relationship between the factors and the
teaching performance based on the PPST Domains using the Pearson r Correlation.

17. STATISTICAL TREATMENT
In order to interpret the data, the researchers used mean and Pearson
Product Moment correlation in the treatment of the data gathered.
Mean – this tool was used to get the average per factor and teaching
performance based on the PPST Domains for the researchers to analyze the
data.
Pearson r Correlation – this tool was used to test the relationship between
the factors (independent variable) and the teaching performance (dependent
variables) of the teachers.

18. CHAPTER 3: Presentation, Analysis and
Interpretation of Data
Table 2. Mean and Verbal Description on Factors
4.50-5.00 Very much contribution
3.50- 4.49 Much contribution
2.50-3.49 Moderate contribution
1.50-2.49 Little contribution
1.00-1.49 No contribution

19. CHAPTER 3: Presentation, Analysis and
Interpretation of Data
Table 3. Mean and Verbal Description on Teaching Performance
3.50-4.00 Distinguished teachers
2.50-3.49 Highly proficient teachers
1.50-2.49 Proficient teachers
1.00-1.49 Beginning teachers

20. CHAPTER 3: Presentation, Analysis and
Interpretation of Data
Table 13. Relationship of the Factors and the Teaching Performance
Factors affecting the
teacher performance
Teaching Performance Decision on
Ho
Conclusion
Pearson r P-value
Person-related 0.100 0.575
Failed to reject Not Significant
School-related -0.113 0.525
Failed to reject Not Significant
Learner-related 0.025 0.888
Failed to reject Not Significant
Community-related 0.176 0.319
Failed to reject Not Significant

21. CHAPTER 3: Presentation, Analysis and
Interpretation of Data
Person-related Mean Verbal Description
1. High intellectual and scholastic qualities 4.26 Much Contribution
2. Good preparation to teacher education 4.43 Much Contribution
3. Competitive salary good income level 4.03 Much Contribution
4. Relevant educational qualification 4.40 Much Contribution
5. Effective philosophical method/methodology 4.34 Much Contribution
6. Favorable home 4.14 Much Contribution
7. Good health, professional and personal character and family background 4.47
Much Contribution
8. Job stability/job-contentment 4.46 Much Contribution
9. Long years in service 4.14 Much Contribution
10. Adequate and relevant trainings 4.4 Much Contribution
Over all 4.30 Much Contribution
Table 4: Mean Distribution on Person-related Factors

22. CHAPTER 4: Summary, Conclusions and
Recommendations
Teachers- As the primary focus of the study, it is crucial for teachers to continue building on
their existing competencies and expertise. To enhance teaching performance, they may pursue
higher education and training to improve their intellectual and scholastic qualities and develop
effective teaching methods. They may engage in professional development activities that
enhance their content knowledge and pedagogical skills. Additionally, they may strive to create
inclusive and supportive learning environments that cater to the diverse needs of their students.
Regular self-reflection and assessment of their teaching methods can further contribute to
improved teaching performance.
Students- Students can actively participate in their own learning process by providing
constructive feedback to their teachers. By voicing their opinions and needs, students can
contribute to the creation of a positive and effective learning environment. They may also take
advantage of the resources and support provided by the school to maximize their learning

23. Summary of Findings

24. Conclusion
The researchers identified several factors that significantly affect the teaching performance of teachers
at Ong Yiu Central Elementary School. These factors include person-related factors such as good health,
professional and personal character, and family background. School-related factors include a conducive
teaching-learning environment. Learner-related factors involve a strong educational foundation for
learners. Lastly, community-related factors encompass strong cooperation and support from parents,
religious organizations, and the community in school affairs. These factors play crucial roles in influencing
and contributing to teachers' teaching performance at the school.
The teacher-respondents at Ong Yiu Central Elementary School were generally classified as proficient
teachers across various aspects of teaching performance, including content knowledge and pedagogy,
learning environment, diversity of learners, curriculum and planning, and assessment and reporting. This
suggests that, overall, the teachers demonstrate competence in these areas of teaching.

25. Conclusion
However, the findings indicate that there is no significant evidence to support the idea that the factors
(person-related, school-related, learner-related, and community-related) have a substantial relationship with
the teaching performance of the respondents, as measured by the PPST indicators. The analysis findings
confirm that the null hypothesis is accepted, indicating that the contributing factors do not have a
significant effect on the teachers' teaching performance..

26. Recommendation
Teachers- As the primary focus of the study, it is crucial for teachers to continue building on
their existing competencies and expertise. To enhance teaching performance, they may pursue
higher education and training to improve their intellectual and scholastic qualities and develop
effective teaching methods. They may engage in professional development activities that
enhance their content knowledge and pedagogical skills. Additionally, they may strive to create
inclusive and supportive learning environments that cater to the diverse needs of their students.
Regular self-reflection and assessment of their teaching methods can further contribute to
improved teaching performance.
Students- Students can actively participate in their own learning process by providing
constructive feedback to their teachers. By voicing their opinions and needs, students can
contribute to the creation of a positive and effective learning environment. They may also take
advantage of the resources and support provided by the school to maximize their learning
outcomes.

27. Recommendation
The School Administrator- School administrators may recognize the significance of teacher
qualities and competencies in determining teaching performance. They also may provide
ongoing professional development opportunities and support systems that address the specific
needs of their teachers. Additionally, administrators may consider implementing strategies to
enhance school facilities and resources, further supporting the overall teaching and learning
environment.
Parents- Parents play a vital role in supporting their children's education. They may
maintain open lines of communication with teachers and actively engage in their child's
academic progress. By collaborating with teachers and expressing any concerns or suggestions,
parents can contribute to a positive learning environment that fosters improved teaching
performance.

28. Recommendation
Future Researchers- The study suggests that there may be additional factors beyond those
examined that influence teaching performance. Therefore, future researchers may explore these
other factors comprehensively. By gaining a more holistic understanding of the dynamics
affecting teaching performance, researchers can provide valuable insights and
recommendations to improve educational practices.
TEP and Aspiring Educators- Teacher Education Program may emphasize the importance
of developing strong content knowledge and pedagogical skills among aspiring teachers. These
programs may also provide comprehensive training on creating conducive learning
environments, catering to diverse learners, effective curriculum planning, and appropriate
assessment and reporting strategies. By equipping future educators with these competencies,
Teacher Education Program can contribute to improving teaching performance in schools.
Moreover, by honing these competencies, aspiring educators can position themselves to
become effective teachers and contribute to the improvement of teaching performance in their

29. Recommendation
Department of Education (DepEd)- The DepEd may recognize the significant influence of
individual teacher qualities, skills, and competencies on teaching performance. Efforts may be directed
towards providing continuous professional development opportunities for teachers, focusing on
enhancing their content knowledge, pedagogical skills, and ability to create inclusive learning
environments. By investing in the growth and development of teachers, the DepEd can support their
effectiveness in delivering quality education to students.