Abstract
This study aimed to examine the linear relationships between three independent variables—highest educational attainment, years of teaching experience, and the number of professional development trainings attended—and their respective impacts on teacher performance. Using a descriptive-quantitative research design, the study sampled fifty (50) junior high school teachers from Don Pablo Lorenzo Memorial High School for the 2023–2024 academic year. The research focused on specific Key Result Area (KRA) objectives, particularly KRA Objectives 1, 7, and 12, as the dependent variables, each reflecting the varying moderating effects of the independent variables. The results demonstrated a significant positive association between teachers’ highest educational attainment and their performance, especially in relation to KRA Objective 1, which involves applying knowledge across curriculum areas. Teachers with advanced educational qualifications exhibited enhanced proficiency in integrating content across subject domains, leading to better educational outcomes. While the number of professional development trainings attended did not show a statistically significant impact on overall teacher performance, the near-significant result suggests that ongoing training may still influence the development of specific competencies over time. This indicates that professional development, though not uniformly impactful, plays a role in improving teacher effectiveness, particularly when training content is closely aligned with classroom needs. The findings underscore the importance of continuously evaluating teacher performance through tools like the Individual Performance Commitment and Review Form (IPCRF). Such evaluations are crucial for identifying areas for improvement and ensuring that professional development efforts are both relevant and aligned with specific performance objectives. The study recommends more targeted professional development programs that focus on subject specialization and are conducted by experts in the relevant fields. Such programs are likely to equip teachers with the necessary skills to navigate the growing complexity of educational environments. Furthermore, the study emphasizes the importance of refining the IPCRF framework as a tool for monitoring teacher performance. This approach supports the continuous improvement of teaching practices and student learning outcomes by aligning training initiatives with the achievement of specific KRAs.
Keywords
Teacher’s Performance, Professional Development, Individual Performance Commitment and Review Form (IPCRF), Key Result Areas (KRAs) Objectives
Citations
IRE Journals:
Karl A. Semacio , Marie Grace C. Suarez , Grace D. Castolo , Gemma M. Pagsuguiron
"Assessment of Teachers Performance Appraisals: Basis for Professional Development" Iconic Research And Engineering Journals Volume 8 Issue 3 2024 Page 146-157
IEEE:
Karl A. Semacio , Marie Grace C. Suarez , Grace D. Castolo , Gemma M. Pagsuguiron
"Assessment of Teachers Performance Appraisals: Basis for Professional Development" Iconic Research And Engineering Journals, 8(3)
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