Extent of Influencing Factors and Challenges Affecting the Teaching Performance of Grade 3 Teachers in Nagtipunan North District
Year: 2026
Type: article
Study design: Observational Study
Abstract: Achieving effective teaching performance is crucial for enhancing student success and ensuring the effective delivery of quality basic education. Gaining insight into the elements that impact teachers' instructional effectiveness and the obstacles they face offers essential information for bolstering school support systems and professional development programs. This research explored the factors and challenges influencing the teaching performance of Grade 3 teachers in the Nagtipunan North District. A descriptive-comparative research approach was utilized, involving 35 Grade 3 teachers chosen through total enumeration sampling. Data collection was conducted using a researcher-created and validated questionnaire, with analysis performed through frequency, percentage, weighted mean, standard deviation, independent samples t-test, and one-way analysis of variance (ANOVA). The results indicated that the majority of participants were female, married, experienced educators, and actively pursuing graduate studies and professional development. Overall, the influencing factors were deemed effective, with instructional tools, physical facilities, student-related aspects, teacher competence, and administrative support positively impacting teaching performance. Conversely, parental involvement and community support were considered moderately effective, highlighting potential for enhanced stakeholder collaboration. The challenges faced were generally viewed as slightly serious, with issues related to parents, students, and instructional resources receiving the highest concern. Significant differences in influencing factors were observed based on teachers' highest educational attainment, recent performance rating, and years of service, while no significant differences were noted concerning sex, marital status, and position. The findings underscore the necessity of ongoing professional development, enhanced instructional resources, and stronger school–parent–community partnerships to further improve teachers' instructional performance and the overall quality of elementary education.
Authors: Mary Jane L. Ulanggi, Adriano G. Sabado
Institution: Northeastern College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7215905698