Public Elementary School Teachers' Involvement in Community Activities and its Relation to Teaching Performance: A Basis for an Action Plan

Abstract

INTRODUCTION

The main purpose of this study is to find out the relationship between the community activities of the teachers and their teaching performance. The molder of the youth and the key to any learning situation in the educational institution is the teacher. The teacher plays a very important role in bringing about change and helps in the development of the children in the community. Community participation is a social process in which a group of people interacts and takes action based upon on their own thinking and decision-making.

METHODS

The descriptive method of research was used in conducting this study since this is an investigation of the different aspects of involvement in community activities, which public elementary school teachers engaged themselves in and their teaching performance. The descriptive design is appropriate in this study because its aim is to find out the teachers' involvement in the community activities its relation to their teaching performance.

RESULTS

In the findings drawn in the study, it is therefore concluded that; School heads and teachers can be seen as role models in the society and getting involved in community activities can make them inspire others.

There may be always correspondence or open communication between school heads and teachers when getting involved in community activities.

The performance of the respondents with regard to IPCRF was commendable, but it can still be improved. Getting involved in community activities beneficial to the pupils can enhance the performance even better.

The IPCRF may be calibrated with higher emphasis on community activities so that the community activities the teachers are involved with may be reflected in the performance review.Based on this study, community activities are divided into five that can be further enhanced.

DISCUSSIONS

The involvement of teachers in the community activities as perceived by themselves and their school heads were all verbally interpreted as Involved. The data indicated that there was no significant difference between the perceptions of the respondents. For school heads, 18.18% had Outstanding evaluation while 81.82% had Very Satisfactory assessment. On the part of teachers, 12.18% were evaluated as Outstanding and 87.82% were assessed as Very Satisfactory. There is no significant relationship between the teachers' involvement in community activities and their performance based on Individual Performance Commitment and Review Form (IPCRF).