The Performance of Teachers Based on the Learning Environment Domain of NCBTS in Sto. Tomas South District: A Basis for A Proposed inset Program

Abstract

INTRODUCTION

Children learn best in an environment where they feel safe and free to explore and learn and where they have secure relationships with caring and responsive adults; thus, it cannot be denied that learning is best nurtured in an environment that is conducive to learning. Teachers and learners function best when they work in a relatively self-contained and sovereign learning environment.

METHODS

This study employed the descriptive methods of research since it aimed to provide comparison and association between and among the different major research variables that include performance of teachers in Learning Environment Domain of NCBTS and pupil's academic performance as it tends to investigate the effect of learning environment on the performance of teachers and learners is considered to be an important component in designing teaching-learning environment that will benefit both the teacher and the learner. The respondents of the study were 135 primary teachers and 85 intermediate teachers of Sto. Tomas South District, Division of Batangas.

RESULTS

The researchers came up with the following results: 1.) the performance of both primary and intermediate teachers assessed in implementing the Learning Environment Domain of NCBTS were very high, 2.) the self-assessment made by the two groups on their performance complement each other, 3) the academic achievement of the pupils was satisfactory, and 4.) the two groups of teachers who were assessed and the pupils’ academic achievement proved its correlation to each other.

DISCUSSIONS

The teachers are encouraged to be equipped with various teaching styles and strategies to address the individual differences of his/her pupils; thus, in-service training for teachers must be utilized to enhance their teaching skills.