Assessing the Performance of Elementary Teachers in the Conduct of their Duties and Responsibilities
Ursalina P. Panelo1, Joselyn M. Valenzuela2, Aisa T. Bides3, Arlene N. Bustarga4
https://orcid.org/0009-0005-1463-17581, https://orcid.org/:0009-0009-4509-63882, https://orcid.org/0009-0004-4528-86663, https://orcid.org/0009-0004-7778-91744
ursalina.panelo002@deped.gov.ph1, joselyn.valenzuela@deped.gov.ph2, aisa.bides@deped.gov.ph3, arlene.bustarga@deped.gov.ph4
Suyo Pilot Elementary School, Pidigan, Abra, Philippines1
Don Marcos Rosales Elementary School, Tayum, Abra, Philippines2,4
Quimloong Elementary School, Bucay, Abra, Philippines3
DOI: https://doi.org/10.54476/ioer-imrj/380975
ABSTRACT
This study assessed the level of performance of Elementary school teachers in the conduct of their duties and responsibilities. The research employed a descriptive quantitative design utilizing a survey questionnaire distributed to elementary teachers and their immediate school heads. Specifically, it aimed to determine teacher performance based on the Individual Performance Commitment and Review (IPCR) in terms of six domains: Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. The study sought to determine the levels of teacher performance in the conduct of duties and functions across five distinct areas: Professional Development, Teacher’s Appraisal Feedback, Teaching Practices, Teaching Beliefs, and Teachers’ Attitudes towards Work. This assessment is grounded in the understanding that teacher motivation is an intangible factor encompassing purpose, energy, and patience. The findings will correlate with the need for teacher education programs to improve how teachers align lesson plan components and use assessment data to critically address student needs. The results underscore the overall strength of the teaching workforce while providing specific data to inform targeted professional development and policy adjustments.
Keywords: Professional development, Teacher’s appraisal feedback, Teaching practices, Teaching beliefs
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