DIMENSIONS OF TEACHERS’ PERFORMANCE: A CONFIRMATORY FACTOR ANALYSIS

Egileak

  • Juvy Orevillo Leron Teacher, MAEd, Division of Davao del Sur, Northern Paligue Padada, Davao del Sur Province 8007, Philippines
  • Exequiel R. Gono Faculty Member, PhD, Professional School, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

DOI:

https://doi.org/10.46827/ejsss.v11i5.2097

Gako-hitzak:

teacher performance, instructional effectiveness, professional development, confirmatory factor analysis, exploratory factor analysis, mixed-methods research, teaching standards

Laburpena

Teachers are often evaluated using tools that focus mainly on what happens inside the classroom, but these miss important parts of their work such as lesson planning, professional growth, student engagement, and community involvement. This study responds to that gap by examining teacher performance as a multidimensional construct shaped by personal, professional, organizational, motivational, and technological factors. Guided by Herzberg’s Motivation Theory, Bandura’s Social Cognitive Theory, and Danielson’s Framework for Teaching, the research used a mixed-methods design involving teachers from the Davao Region through surveys and in-depth interviews. Data were analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and thematic analysis to strengthen the interpretation of results. Findings confirmed several core dimensions of teacher performance, including Personal Growth and Professional Development, Empowering Student Growth, and Strategizing Effective Teaching. Technological proficiency also emerged as an essential component of teaching in the post-pandemic era. The CFA further supported a reliable two-dimensional model of teacher performance, showing that teaching is influenced not only by individual skills and commitment but also by school culture, leadership, and available resources. The study emphasizes that supportive environments—those that encourage collaboration, motivation, and continuous learning—play a vital role in helping teachers thrive. This research offers a validated framework that can guide teacher evaluation, professional development, and education policy aligned with the PPST and the MATATAG Curriculum. It advocates for a shift from traditional, limited evaluation systems toward more holistic, evidence-based approaches that capture the real depth and complexity of teachers’ work.

 

SDG #4: Quality Education

 

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Egileen biografiak

  • Juvy Orevillo Leron, Teacher, MAEd, Division of Davao del Sur, Northern Paligue Padada, Davao del Sur Province 8007, Philippines

    Juvy O. Leron, LPT, MaEd is a committed educator, author, and school leader with a distinguished career under the Department of Education – Philippines. Currently serving as School Principal I of Melilla Elementary School, she leads with a vision grounded in instructional excellence, learner-centered practices, and community partnership. Her work reflects a strong foundation in teaching and educational leadership, demonstrated by her authorship of “Classroom Management Practices of Teachers in the Transition of Mother Tongue into English Language,” a publication that underscores her advocacy for effective multilingual instruction. Her story and mission as an educator have also been featured by DepEd Davao del Sur, highlighting her dedication to transformative and inclusive education. Beyond school leadership, she has made notable contributions to curriculum development and research in the Division of Davao del Sur. She has helped produce learning materials, including a Grade 5 module, and has authored several research studies that strengthen evidence-based teaching and school management practices. Through her work as a teacher, researcher, and principal, Juvy Leron continues to champion quality education, empower learners and teachers, and uphold her commitment to building effective and responsive learning environments.

  • Exequiel R. Gono, Faculty Member, PhD, Professional School, University of Mindanao, Bolton Street, Davao City, 8000, Philippines

    Exequiel R. Gono Jr. is a graduate school faculty member at the College of Teacher Education of the University of Mindanao, Matina Campus. His research interests are Mathematics Education, Assessment of Learning, Mathematical Modeling, and Applied Statistics. Dr. Gono has authored and co-authored research publications such as Probabilistic Estimation of Passing the Pharmacist Licensure Examination, Redefinition of the Parameters of Meaningful Mathematics Learning, Obstacles in Pursuing Business among Entrepreneurship Students, Status of mangroves and faunistic components in Vanishing Island, Island Garden City of Samal, and Estimating Technical Efficiency of Academic Departments of a Philippine Higher Education Institution.

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Deskargak

Argitaratua

2025-12-11

Zenbakia

Libk. 11 Zk. 5 (2025)

Atala

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