TEACHING PROFICIENCY AND IPCRF-BASED PERFORMANCE OF SCIENCE TEACHERS IN CLUSTER 4, DAVAO ORIENTAL DIVISION: A DESCRIPTIVE-CORRELATIONAL

Education

This study determined the relationship between teaching proficiency and IPCRF-based performance of Science teachers in Cluster 4, Davao Oriental Division, during the School Year 2024–2025. Employing a quantitative descriptive-correlational research design, the study involved 44 Science teachers from Teacher I to Teacher III positions. Data on teaching proficiency were gathered using an adapted questionnaire covering six domains: personality, lesson planning, content, teaching method, classroom management, and questioning skills, while IPCRF ratings were used to assess teacher performance. Statistical tools such as weighted mean, standard deviation, and Pearson Product-Moment Correlation Coefficient were utilized in the analysis. Findings revealed that Science teachers demonstrated a very high level of teaching proficiency across all domains, with an overall mean of 4.79, interpreted as always determined. Lesson planning obtained the highest proficiency rating, while classroom management received the lowest, although still within the very high level. The teachers’ IPCRF-based performance yielded an overall mean of 4.15, interpreted as oftentimes determined, indicating satisfactory performance across Key Result Areas. Furthermore, correlation analysis showed no significant relationship between teaching proficiency and IPCRF-based performance (r = 0.156, p = 0.568), leading to the acceptance of the null hypothesis. The findings suggest that while Science teachers exhibit high teaching proficiency and satisfactory performance ratings, teaching proficiency alone does not significantly influence IPCRF-based performance, indicating that other institutional, administrative, or contextual factors may contribute to teacher performance evaluations.

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