Profile Variables as Correlates of Teaching Performance of Public Elementary School Teachers in Talisay District

Abstract

INTRODUCTION

The teacher performs according to his/ her capacity, potential, and ability always tend to affect the teaching performance important or significant variables such as sex, age, status in life, educational environment, attitude and behavior may be some of variables that could be considered predictors in their performance and work. Performance of teachers could be rated in this study on how they manage the classroom, kind and type of instructional material, used skills to communicate and the personality and character of the teacher. This study can be a way to a construction of better program and project to improve the teaching performance of teachers specifically in the public elementary schools.

METHODS

Descriptive research was used. In this study, certain profile variables of one hundred sixty-three (163) elementary grade teachers in the District of Talisay were identified well through questionnaire if these are predictors to teaching performance. As for the performance of the teacher was described in this study using a Likert scale, the variables such as classroom management, communication skills, instructional materials and personality of the teacher were given a clear description as they appeared to be components of performance rating considered to be predictors of teaching performance.

RESULTS

Among the profile variables of the teachers, the designation was the most predictive variable for their performance. Other variables like age, socioeconomic, educational attainment were also found to be a predictive variable but of little significance.

DISCUSSIONS

Although the teachers rated themselves outstanding in all the indicators that measure their teaching performance yet, it cannot generalize the performance of the teachers. Teachers, whether they are new or seasonal teachers in service, they continuously seek professional help that could improve not only their professional and personal growth but also their teaching performance. With the advent of technology, the teachers are required to adjust their teaching styles to the learning needs and styles of 21st-century learners. This, therefore, calls for a sustainable program that will introduce the teachers in innovative teaching approaches and practices that will respond to the needs of the learners.