Work Performance among Teachers of Lampitak Elementary School: Basis for A Faculty Development Plan

Abstract

INTRODUCTION

Improving teaching and learning is always of paramount importance to a good school. A child's learning relies not only on the standards the school has to offer, but the key to excellence in teaching lies in teacher effectiveness in doing his tasks. However, there are still cases that our learners are consistently and disproportionately saddled with the weakest teachers and seldom have access to the strong instruction they need and deserve. To address the said issue, this research was conducted to leverage excellent teaching such there must be evaluation and professional development that seek to improve the quality of the teacher workforce.

METHODS

A descriptive type of quantitative action research was utilized. Using a survey, two hundred forty-seven (247) learners from Grade 4, 5, and 6 have responded to assess their perception of the teacher's level of work performance, while nine (9) teachers responded to a survey and a supplemental interview assessing the extent of their teaching performance.

RESULTS

It was found out in this study that teachers' level of work performance in the three dimensions (classroom preparation, classroom management and organization, interest and stimulation), as perceived by the learners was good with a total mean of 2.95 which means that the teachers are doing the tasks and faces fewer difficulties in utilizing those tasks. Meanwhile, the overall range for the extent of teachers work performance in three dimensions is 3.43, which means that teachers often performed the skills. It was also revealed in this study the hindering factors of why teachers weren't able to perform the tasks: due to extra-curricular activities, lack of knowledge about the subject and strategies to be used, and lack of Information and Communication Technology (ICT) Skills.

DISCUSSIONS

The results reflect that there is a need to strengthen teachers' work performance in different dimensions. The dynamism in teaching must be applied by teachers since it is the weakest skill performed, as perceived by the learners. There must also be the conduct of pieces of training and seminars on the use of Information and Communication Technology (ICT) materials such as laptops and projectors. Teachers must also be responsive to the learners' varying learning needs by using teaching styles that would cater to learners' diversity. School administrators and teachers should plan a faculty activity that would develop their skills to become an effective beacon of teaching and learning towards quality education.