Author

Arlene B. Callueng
Northeastern College
Santiago City, Isabela, Philippines
Email: arlene15callueng@gmail.com

Abstract

Teacher performance is widely recognized as a critical determinant of educational quality and student learning outcomes in public schools. However, limited empirical studies have examined the specific institutional and contextual factors influencing the teaching performance of public secondary school teachers at the district level. This study determined the factors influencing the teaching performance of public-school teachers in the San Pablo District during the School Year 2024–2025. The study employed a descriptive research design involving 22 teacher respondents from four public secondary schools. Data were collected through a researcher-made questionnaire, informal interviews, and documentary analysis, and were analyzed using frequency counts, percentages, and weighted mean. The findings revealed that administrative support (mean = 3.61), teacher-related factors (mean = 3.75), student-related factors (mean = 3.76), instructional devices (mean = 3.92), and physical facilities (mean = 3.84) were generally effective in influencing teachers’ performance, while parental (mean = 3.31) and community support (mean = 3.28) were moderately effective. Problems encountered were slightly serious (grand mean = 2.39). The study highlights the importance of strengthening school–community partnerships to further enhance teaching effectiveness and educational outcomes.

Keywords: Teaching performance, administrative support, instructional devices, parental involvement, community participation.

DOI: http://doi.org/10.69651/PIJHSS0501872

Recommended citation:
Callueng, A. B. (2026). Factors influencing the teaching performance of public secondary school teachers in the San Pablo District. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9818-9824. http://doi.org/10.69651/PIJHSS0501872

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