Desirable Factors and Teachers’ Performance in Polanco I and II Districts, Schools Division of Zamboanga Del Norte
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-23Keywords:
desirable factors, teachers’ performance, descriptive-correlational research, public secondary school teachers, IPCRFAbstract
This study aimed to determine the desirable factors and their relationship with teachers’ performance in Polanco I and II Districts, Schools Division of Zamboanga del Norte, during School Year 2022–2023. The study employed a descriptive-correlational research design and involved 132 teacher-respondents from the identified districts. Weighted mean, standard deviation, and Spearman rank-order correlation coefficient were used as statistical tools, with jamovi as the statistical software. Findings revealed that the level of desirable factors was high, while the level of teachers’ performance was very satisfactory. Moreover, the study found no significant relationship between desirable factors and teachers’ performance. Based on the findings, it is recommended that DepEd officials, through the Schools Governance and Operations Division and the Curriculum Implementation Division, use the results as a basis for crafting training proposals that may further strengthen desirable factors and sustain teachers’ performance. School heads may also utilize the findings as a basis for providing technical assistance to teachers. Likewise, teachers may use the results for reflective practice and continuous improvement of their professional performance.
References
Abarro, J. O. (2016). Factors affecting the performance of public school teachers in the Division of Antipolo City. International Research Journal of Engineering and Technology, 5(11), 1284–1290.
Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009
Elger, D. (2011). Theory of performance. University of Idaho.
Faudiah, N., Mulyana, Y., & Rahman, A. (2023). The impact of training and development on teacher performance. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 8(3), 455–467.
Hasbay, D., & Altındağ, E. (2018). Factors that affect the performance of teachers working in secondary-level education. Academy of Educational Leadership Journal, 22(1), 1–19.
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors affecting teacher performance. International Journal of Evaluation and Research in Education, 10(4), 1462–1468.
Padillo, G. G., Manguilimotan, R. P., Capuno, R. G., & Espina, R. C. (2021). Professional development activities and teacher performance. International Journal of Education and Practice, 9(3), 497–506.
Pama, P. B., Jr. (2023). Affecting teachers’ performance and effectiveness in public secondary schools in Agusan Del Sur Division, Philippines: Determinant factors inquiry. Psychology and Education: A Multidisciplinary Journal, 6(10), 953–962.
Paz, R. M. (2021). Factors affecting teachers’ performance in public elementary schools in Schools Division of City of Meycauayan, Bulacan. International Journal of Research Studies in Education.
Refugio, C. N., Galleto, P. G., & Torres, R. Y. (2019). Competence landscape of grade 9 mathematics teachers: Basis for an enhancement program. Cypriot Journal of Educational Sciences, 14(2), 241–256.
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8–12. https://doi.org/10.1097/NUR.0000000000000493
Sumanga, C. S., Batuigas, F. D., Leyson, F. C., Fernandez, L. T., & Napil, J. N. (2022). Factors affecting teaching performance of junior high school teachers of Madridejos National High School. Asia Research Network Journal of Education, 2(1), 40–47.
Taherdoost, H. (2022). What are different research approaches? Comprehensive review of qualitative, quantitative, and mixed method research, their applications, types, and limitations. Journal of Management Science & Engineering Research, 5(1), 53–63.
World Health Organization. (2020). Key messages and actions for COVID-19 prevention and control in schools. World Health Organization.
World Health Organization, & United Nations Educational, Scientific and Cultural Organization. (2020). Global standards for health-promoting schools and their implementation guidance. World Health Organization.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ma. Noren C. Elopre, MAEM, Julius B. Elopre, MAGC (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
