Factors Affecting Teaching Performance of Junior High School Teachers of Madridejos National High School
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Abstract
This study was conducted to provide comprehensive description of the factors affecting the teaching performance of the teachers in school. Descriptive predictive method was applied in the assessment of variables to predict the factors. The study was carried out in Madridejos National High School involving fifty (50) Junior High School teachers selected randomly. Survey questionnaire containing the profile of the teachers was utilized in gathering data. Sources of data were obtained from teachers’ ratings of Classroom Observation last school year 2018 – 2019. The data were statistically analyzed using descriptive measures such as mean, percentage formula and standard deviation and Multiple Linear Regression to determine the discriminating factors. As for the profile, it was found that teachers with Teacher 1 position, 1 to 5 years teaching experiences, no units in masterate degree and not undergo trainings relevant to the subjects they were handling were dominated among respondents. Meanwhile, their teaching performance with 5.50 computed mean revealed Very Satisfactory. Furthermore, results of Multiple Linear Regression Analysis revealed that educational attainment and the number of trainings attended were significant factors affecting teaching performance while teaching position and teaching experience were found insignificant factors. In light of the findings, the study concludes that a teacher with higher educational attainment and has more relevant trainings attended tends to perform better in teaching. Furthermore, attaining higher attaining higher education and attending trainings improve teaching quality performance.
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