Inside the Frontline: Factors Shaping Public School Teacher Performance
DOI:
https://doi.org/10.5281/zenodo.22125993Keywords:
teacher performance, mixed-methods research, educational resources, teacher workload, institutional support, performance sustainabilityAbstract
This study examined the factors influencing the performance of public elementary school teachers in the Dalaguete II District of Cebu Province during Academic Year 2024–2025 and used the findings as the basis for an intervention plan for administration and supervision. Anchored on Bronfenbrenner’s Ecological Systems Theory, the study employed an exploratory sequential mixed-methods design. Semi-structured interviews with 10 purposively selected teachers generated qualitative themes that informed a researcher-developed questionnaire administered to 88 regular and permanent teachers through stratified random sampling. Qualitative data were analyzed thematically, while quantitative data were treated using weighted mean, standard deviation, and Spearman’s rank-order correlation. Six factors emerged: motivation and engagement in education, educational resources and accessibility, teacher workload and well-being challenges, professional development and training, student engagement and classroom management, and institutional support and policy implementation. Educational resources, workload and well-being, and institutional support were the dominant qualitative themes. All six factors exerted moderate influence on teaching performance (overall WM = 2.89), whereas performance across the five Key Result Areas was Very Satisfactory (overall rating = 4.20). Relationships between the six factors and overall teaching performance were very weak and statistically non-significant, although several weak domain-specific relationships appeared in the KRA correlation matrix. The findings indicate that teachers sustain expected performance through professional responsibility, adaptability, and resilience despite resource, workload, and policy constraints. A context-responsive intervention plan was therefore developed to strengthen instructional support, resource provision, workload management, professional development, teacher well-being, and institutional responsiveness.
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