BOOSTING TEACHER PERFORMANCE USING 3RS APPROACH

Educational Management

Enhancing teacher performance is significant for the academic success and development of students. This study explores the extent of implementation of the 3Rs Approach—Reflections, Recharging, and Retreats—on boosting teacher performance, reducing burnout, and enhancing professional development. A sequential explanatory design is used in this study to provide a thorough understanding of the 3Rs Approach on teachers’ performance. The quantitative phase applies a survey administered to one hundred teachers from Carrascal District. The first part shows the profile of the teachers. The second part evaluates the extent to which the 3Rs have been implemented in schools to improve teacher performance. The third part indicates the problems met in implementing the 3Rs. The qualitative phase employs in-depth interviews, conducted with eight selected teachers. These interviews aim to gain detailed insights into their personal experiences and the specific benefits of the 3Rs Approach. Statistical analysis is applied to identify significant patterns and correlations. The findings reveal most beneficial and strong positive correlation between regular reflective practices, recharging activities, and professional growth opportunities. Thus, the 3Rs Approach—Reflections, Recharging, and Retreats—offers a holistic framework for enhancing teacher performance and well-being. Department of Education should continue incorporating the 3Rs Approach into teacher professional development programs to support and sustain high levels of teacher performance and better student outcomes.

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