Proceedings of the 3rd International Conference on Language, Literature, Culture and Education 2015
ISBN 978-967-13140-7-4

Correlates of the Teaching Performance of Public Elementary School Teachers in Lumbatan Lanao del Sur

Rohaida Maunting-Derogongan

Mindanao State University, Philippines


The methodology used in this study was descriptive-survey to determine the extent of effects of the correlates of teaching performance of public elementary school teachers in Lumbatan, Lanao del Sur. The total number of teachers in the five public elementary schools in Lumbatan, Lanao del Sur at the time of this study was 56. All or 100 per cent of that number were involved in this study. Twenty teachers represented the Central Elementary; eleven from the Makadar elementary School; twelve from the Dilausan Elementary School; six from the Bita Elementary School; and sevenfrom the Lalapung Elementary School.b.The overall mean rating of 3.73 indicated that teaching performance was much affected by the teacher factor; 4.53 by the pupil factor; 4.40 by the administrator factor; and 4.52 by the work-environment factor. The pupil factor (WM 4.530) has the most effect on teaching performance; The use of the One-way Analysis of Variance or ANOVA revealed that the F ratio of 1.338 had probability of 0.29711 which was higher than the standard significance level of 0.05. Hence, there was no significant difference in group perceptions on the effects of the correlates on the performance of teachers. The null hypothesis was thus accepted. The computed x2 of .4046 showed that no significant relationship existed between the teachers’ sex and teaching performance. The null hypothesis was thus accepted. However, there was significant relationship between teachers’ length of service and teaching performance as indicated by the computed x2 of 7.54 which was higher than the .05 level of significance. The null hypothesis was rejected. The Correlation Matrix revealed a correlation coefficient of - .74159 which showed a significant relationship between the extent of provision made for teachers’ needs and teaching performance. The null hypothesis was thus rejected.


Back to Table of Contents
Download Full Paper (PDF)