Perceptions of Teaching Factors Among Public Elementary Teachers
DOI:
https://doi.org/10.65339/ijsair.V2.I1.27Keywords:
elementary teachers, management skills, pedagogical planning, personal attributes, professional conduct, teaching effectiveness, teaching factorsAbstract
Teaching factors play a crucial role in shaping teachers' instructional quality and teaching performance. This study, therefore, examined the teaching factors: pedagogical planning, teaching effectiveness, personal attributes, professional conduct, and management skills that may have influenced the teaching performance of local elementary teachers. It also examined whether these factors differ across demographic profiles. The study employed a descriptive-survey design. Data were collected using a validated and reliable questionnaire. It involved 68 public elementary teachers from the Division of Ifugao, Philippines. Results revealed that the teachers generally perceived all teaching factors as excellent. Professional conduct was ranked the topmost, followed by teaching effectiveness and personal attributes, both tied at the second rank. Pedagogical planning ranked fourth, while management skills ranked last. Further, results showed no significant differences in teachers' perceptions across gender, educational attainment, or number of years of service. However, personal attributes varied significantly among age groups. The study implies that the teaching factors were consistently valued, but professional growth strategies may need to be tailored according to career stage. The study recommends implementing inclusive professional development programs that foster mentorship, reflective practice, and collaborative learning, supporting novice and experienced teachers. By prioritizing ongoing skill enhancement and equitable support, schools can strengthen teaching effectiveness, promote professional growth, and ultimately enhance student learning outcomes across all classrooms. Further related research is encouraged.
References
Armas, K. L., Siat, G. O., & Santos, A. R. (2025). Improving quality education through strategic performance measurement system in a state university in the Philippines. International Journal of Innovative Research and Scientific Studies, 8(2), 724–735. https://doi.org/10.53894/ijirss.v8i2.5316
Binaluyo, J. P., Santos, A. R., & Agustin, N. B. (2024). Challenges and opportunities for digital transformation in Philippine microfinance institutions. International Journal of Economics and Financial Issues, 14(5), 269–278. https://doi.org/10.32479/ijefi.16526
Canuto, P. P., Choycawen, M., & Pagdawan, R. (2024). The influence of teaching competencies on teachers’ performance and students’ academic achievement in primary science education. Problems of Education in the 21st Century, 82(1), 29–47. https://doi.org/10.33225/pec/24.82.29
Cara, D. C., Gamit, A. M., & Santos, A. R. (2025). Developing a remediation tool to address learning gaps in numbers and number sense. International Journal of Advanced and Applied Sciences, 12(6), 169–181. https://doi.org/10.21833/ijaas.2025.06.016
Chingos, M. M. (2013). Class size and student outcomes: Research and policy implications. Journal of Policy Analysis and Management, 32(2), 411–438. https://doi.org/10.1002/pam.21677
Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
De Guzman, P. S., Pascual, M. P., Galano, J. A., De Leon, C. L., Pastorfide, D. M., Villariaza, R. A., Santos, A. R., Banzon, I. L., Santos, L. G. R., & Santos, A. R. R. (2025). Assessing a digital capacity-building initiative: Scholarly writing and AI ethics training for global academic stakeholders. International Journal of Learning, Teaching and Educational Research, 24(11), 404–421. https://doi.org/10.26803/ijlter.24.11.19
De Lara, M. G. O., & Santos, A. R. (2024). Service delivery and quality assurance in administrative units of higher education institutions during the pandemic (Special issue). Corporate & Business Strategy Review, 5(1), 494–504. https://doi.org/10.22495/cbsrv5i1siart22
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Department of Education. (2024, July 22). Guidance on the implementation of DepEd Results-Based Performance Management System (RPMS) relative to Executive Order No. 61, s. 2024 (DM-OSEC-2024-01). https://www.depednaga.ph/wp-content/uploads/Memos/Unnumbered%20July%2022%2C%202024%20Guidance%20on%20the%20Implementation%20of%20DepEd%20Results-Based%20Performance%20Management%20System%20%28RPMS%29%20Relative%20to%20Executive%20Order%20No.%2061%20%28S.%202024%29.pdf
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199.
Emmer, E. T., & Sabornie, E. J. (Eds.). (2015). Handbook of classroom management. Routledge.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 13–26). Routledge. https://doi.org/10.4324/9780203874783-6
Gamit, A. M., Santos, A. R., Armas, K. L., & Villegas, M. N. (2024). Implementation of ISO 9001:2015 in state universities and colleges: A quality management, organizational performance, and legal framework. Corporate Law & Governance Review, 6(4), 94–102. https://doi.org/10.22495/clgrv6i4p9
Hayward, C., & Ohlson, M. (2023). Teachers’ perspectives on teacher self-efficacy and principal leadership. International Journal of Education Policy and Leadership, 19(2), 1–26.
Hipolito, M. C., & Santos, A. R. (2025). Faculty profiles and their influence on research competence and productivity in state universities. International Journal of Advanced and Applied Sciences, 12(5), 182–195. https://doi.org/10.21833/ijaas.2025.05.018
Jacoba, E. F. P., Gamit, A. M., Santos, A. R., Alvarez, S. C., Peria, J. N. T., & Claudio, A. E. G. (2025). Exploring digital and documentation issues in state university–LGU collaborative programs for sustainable quality education. International Journal of Learning, Teaching and Educational Research, 24(6), 497–522. https://doi.org/10.26803/ijlter.24.6.23
John, P. D. (2006). Lesson planning and the student teacher: Re-thinking the dominant model. Journal of Curriculum Studies, 38(4), 483–498.
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors affecting teacher performance. International Journal of Evaluation and Research in Education, 10(4), 1462–1468.
Ko, J., Sammons, P., & Bakkum, L. (2013). Effective teaching: A review of research and evidence. CfBT Education Trust.
Santos, A. (2023). Human resource lens: Perceived performances of ISO 9001:2015 certified service firms. International Journal of Human Capital in Urban Management, 8(2), 229–244. https://doi.org/10.22034/IJHCUM.2023.02.06
Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). ASCD.
Susanti, T., & Abidin, Y. (2024). Factors affecting elementary school teacher performance. Jurnal Ilmiah Sekolah Dasar, 7(4), 658–667.
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). New Zealand Ministry of Education. https://thehub.sia.govt.nz/assets/documents/42432_TPLandDBESentireWeb_0.pdf
Toom, A., Pyhältö, K., & Rust, F. (2015). Teachers’ professional agency in contradictory times. Teachers and Teaching, 21(6), 615–623.
Tuliao, R. C., Santos, A. R., & Ortega, S. A. (2024). The role of mobile phones in facilitating business education during the transition to new normal learning models. International Review of Management and Marketing, 15(1), 146–158. https://doi.org/10.32479/irmm.17556
UNESCO. (2015). Rethinking education: Towards a global common good? UNESCO Publishing.
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
