Correlates of Elementary Teachers' Performance in the District of Sta. Margarita I and II
Keywords:
Correlation, Elemetary Teachers, PerformanceAbstract
This study determined the correlates of public elementary school teachers’ performance in the District of Sta. MArgarita I and II for the school year 2006-2007. This is a descriptive-correlational type of research with the use of questionnaire-checklist as the principal instrument in gathering data. The respondents of the study consisted of 112 teachers in the district of Sta. Margarita I and II and 10 school administrators in the same district. There was a significant relationship between the teacher’ performance rating and the perceived teaching competence of teachers along content, instruction and communication. The computed r-values of 0.27, 0.24 and 0.26 respectively indicated a slight positive relationship. The corresponding t-values of 2.94, 2.59 and 2.82 were greater than the tabular t-value of 1.96 at 0.05 level of significance with 110 df. The school administrators and the teacher-respondents differed in their perceptions relative to the teaching competence of teachers in terms of content and instruction. The teacher-respondents rated themselves much higher compared to the administrators rating. However, their assessments were almost in the same levels in terms of the teaching competence of teachers along communication. The public elementary school teachers were “very satisfactory” in their performance appraisal system for teachers. The teachers’ performance ratings were significantly related to their educational background, attitude towards their work, in-service training attended and the non-teaching assignments. The teachers’ teaching competence was significantly related to their content, instructional and communicative pedagogy.
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