Teachers’ Performance and Students’ Learning Outcome in the North Cluster, Division of Cavit

Betty Rojas Ereje, Silvia Catalan Ambag

Abstract


The study is to determine the correlation between the teachers' performance and learning outcomes assessment on grade 10 students' first periodic test for the school year 2019-2020 in the north cluster, division of Cavite. The teachers' performance was assessed by headteachers and students in terms of knowledge of the subject matter and teaching pedagogical approaches such as constructivism, collaborative, integrative, inquiry-based, and reflective approaches. As to the knowledge of the subject matter and teaching pedagogical approaches, the teachers' performance was outstanding as assessed by headteachers. Amongst the pedagogical approaches, the integrative approach obtained the highest meanwhile the reflective approach got the lowest mean. Nonetheless, the teachers' performance was highly satisfactory as assessed by students. Amongst the pedagogical approaches, the constructivist approach acquired the highest meanwhile the reflective approach got the lowest mean. There is a significant difference on teachers' performance as assessed by headteachers and by students and there are a significant relationship and weak positive correlation on teachers' performance on learning outcomes of students' first periodic test and on the assessments of students as to knowledge of the subject matter and pedagogical approaches except for reflective approach which has a very weak positive correlation.


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DOI: https://doi.org/10.31098/ictase.v1i1.19

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