Determinants of Teachers’ Performance and Their Understanding of Key Factors in the Agusan del Sur Division

Abstract

The performance of teachers is fundamental to delivering quality education and fostering student success. This study explored the determinants influencing secondary school teachers’ performance in the Division of Agusan del Sur, focusing on their understanding of key factors and their actual teaching performance. A descriptive-correlational research design was employed, with secondary teachers from various school types, including integrated and Indigenous Peoples (IP) schools, as respondents. Findings revealed that teachers possess a strong understanding of contributing factors such as personal-related, all of which significantly impact teaching performance. Teachers demonstrated proficiency in their roles, excelling in areas like Content Knowledge and Pedagogy and contributing beyond their teaching responsibilities. However, the study identified opportunities for growth, particularly in cultivating inclusive and adaptive learning environments. A positive relationship was found between teachers’ understanding of performance factors and their actual teaching effectiveness, highlighting the importance of aligning professional knowledge with practice. The study emphasizes the need for professional development programs, resource provision, and collaborative opportunities to enhance teaching outcomes. Future research should examine how school administrators and stakeholders can provide effective support systems, including mentoring and access to instructional materials, to empower teachers further.