Teaching-Learning Skills on Teachers’ Performance: Basis for Learning Action Cell Training Design
DOI:
https://doi.org/10.54536/ajahs.v4i2.4231Keywords:
Teaching-Learning Skills, Teachers’ PerformanceAbstract
This study examines the teaching-learning skills and performance of Junior and Senior High School teachers in Bukidnon Division for School Year 2023-2024, with the aim of informing Learning Action Cell (LAC) training designs. Using a descriptive correlation method, data were collected from 316 teachers through instruments based on SEAMEO-InnoTech, the Philippine Professional Standards for Teachers (PPST), and the Individual Performance Commitment and Review Form (IPCRF). Universal sampling was employed, and the analysis utilized descriptive and inferential statistics, including Pearson’s Correlation Coefficient and one-way ANOVA. Findings indicate that teachers’ teaching-learning skills were rated very high, particularly in ICT integration and collaboration. Teachers’ performance was assessed as highly proficient, especially in professional development. Notably, no significant correlation was found between teaching-learning skills and performance. The study underscores the importance of enhancing content knowledge, pedagogical skills, and assessment methods to improve teaching effectiveness. Training in diverse assessment techniques and robust feedback mechanisms is essential to support student growth and foster a culture of continuous learning. The research forms the basis for designing LAC training plans aimed at professional development, equipping teachers with necessary skills and resources to enhance teaching-learning outcomes and overall performance.
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Copyright (c) 2025 Carla D. Satur, Cely B. Labadan, Carmelita O. Elbanbuena, Jovit D. Comon
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