CLASSROOM EXCELLENCE AMID WORKLOAD: INSTRUCTIONAL DELIVERY AND WORK RESPONSIBILITY AS PREDICTORS OF TEACHING PERFORMANCE

Education

This study aimed to determine the dimensions of instructional delivery and work responsibility that significantly predict the teaching performance of teachers in Bonifacio Central Elementary School, Rosario Central Elementary School, and Blocking Elementary School in Rosario District, Agusan del Sur. The study employed a quantitative descriptive-correlational research design, utilizing adapted survey questionnaires and Classroom Observation Tool (COT) results as the primary data-gathering tools. The respondents of the study were the 158 public elementary school teachers from the selected schools, identified through universal sampling. The data gathered were analyzed using statistical tools such as mean, Pearson r correlation, and multiple linear regression analysis. The results revealed that instructional delivery was generally manifested at a high level, while work responsibility was also observed at a high level among the teacher-respondents. Teaching performance was likewise manifested at a high level in terms of quality, efficiency, and classroom observation ratings. Further, the results showed that instructional delivery had a significant relationship with teaching performance, while work responsibility also demonstrated a significant relationship with teaching performance. Moreover, the regression analysis revealed that among the dimensions of instructional delivery, effective use of instructional time significantly predicted teaching performance. Meanwhile, among the dimensions of work responsibility, school reports significantly predicted teaching performance. These findings highlight the importance of strengthening teachers’ instructional time management and balancing administrative responsibilities to sustain high teaching performance and instructional excellence in public elementary schools.

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