Instructional Practices and Work Performance of Teachers

Abstract

The study aimed to determine the extent of instructional practices and work performance of teachers in the island schools of Binangonan Sub-Office, Division of Rizal during the School Year 2024-2025. These schools include Banaba Barrio School, Bombong Elementary School, Buhangin Elementary School, Janosa Elementary School, Kalinawan Elementary School, Kaytome-Gulod Elementary School, Kasile Elementary School, Kinaboogan Elementary School Kinagatan Elementary School, Malakaban Elementary School, Pinagdilawan Elementary School, Pipindan Elementary School, Sapang Elementary School, Tabon Elementary School, and Talim Elmentary School. The respondents of the study were the population of teachers in the said schools. These consist of one hundred forty-one (141) teachers. They were described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. Descriptive survey research design was applied utilizing a researcher-made questionnaire-checklist to determine the extent of instructional practices with respect to motivational strategies, teaching approaches, learning resources, and assessment. Likewise, the documentary analysis was also used to determine the performance of teachers based on their latest rating in their Individual Performance Commitment and Review (IPCRF) during the School Year 2023-2024. The study found out that : Most of the respondents are 40 – 49 years old, female, married, Master’s Degree holders, with below 5 years teaching experience, Teacher I and attended in-service trainings in division level. Teachers often employ motivational strategies, teaching approaches, learning resources and assessment as part of their instructional practices. There is no significant difference on the extent of instructional practices employed by the teachers as perceived by themselves with respect to motivational strategies, teaching approaches, learning resources and assessment in terms of their age, sex, civil status, and in-service trainings attended. However, when they are grouped according to their educational attainment, length of service and position title with respect to motivational strategies, teaching approaches, learning resources, significant difference exists. Teachers are performing very satisfactorily at a mean of 4.31. There is a significant relationship between the extent of instructional practices and the level of work performance of teachers. The study concluded that : Teachers’ age, sex, civil status, and in-service trainings attended are not predictors on their instructional practices. However, educational attainment, length of service and position title are predictors on their motivational strategies, teaching approaches, learning resources. Instructional practices such as motivational strategies, teaching approaches, learning resources are related to teachers’ work performance. The study recommended that : School administrators may offer training programs that cater to different lengths of service, recognizing that novice and veteran teachers may have different instructional needs and capacities. School administrators may provide differentiated professional development programs that align with teachers’ educational attainment. School administrators may promote regular self-assessment and peer observation sessions to help teachers reflect on and improve their use of motivational strategies, teaching approaches, resources, and assessments, thus supporting continuous growth in instructional practices. Teachers may be provided with evaluation tools that link instructional practices directly with work performance indicators, ensuring that they understand how their daily methods impact pupil achievement and their own professional success. Teachers may be provided with easy access to up-to-date, diverse teaching and learning materials, both digital and traditional, to support the effective implementation of instructional strategies tailored to pupils’ needs. Teachers may focus on merit-based evaluation and instructional performance rather than demographic profiles when assessing or assigning responsibilities. The training program is recommended for implementation. Conduct of similar studies along this area using other variables may be done.

Introduction

The text emphasizes that education is vital to societal development, as it builds learners’ knowledge, life skills, and capacities needed for personal growth and national progress. High-quality education is essential in today’s rapidly changing, technology-driven world, requiring continuous improvement in curricula, teaching methods, and access to resources. In the Philippine context, the Constitution and the Department of Education (DepEd) mandate the state to provide accessible, equitable, and relevant education, with strong emphasis on teacher quality as a key determinant of learning outcomes.

Teachers’ instructional practices and work performance are identified as critical factors in delivering quality education. Learner-centered, inclusive, and responsive teaching strategies—supported by effective use of resources, assessment, and technology—enhance student understanding, motivation, and achievement. DepEd policies, including the Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST), reinforce the need to continuously improve instructional quality as part of professional accountability.

The study focuses on public elementary school teachers in the island schools of the District of Binangonan, Division of Rizal. Anchored on Elger’s Theory of Performance, it views teachers as performers whose work performance is influenced by personal factors, knowledge, skills, and context, particularly their instructional practices. Using a descriptive survey design, the research examines teachers’ profiles, the extent of their instructional practices (motivational strategies, teaching approaches, learning resources, and assessment), their work performance based on IPCR results, and the relationship between these variables. It also aims to propose a training program to enhance teaching practices and performance.

The review of related literature and studies—both foreign and local—consistently highlights that teacher competence, pedagogical skills, instructional strategies, and professional development are strongly linked to effective teaching and improved student outcomes. While teachers generally demonstrate high levels of competence and performance, studies note areas needing improvement such as contextualizing lessons, strengthening assessment practices, managing classroom demands, and fostering school-community partnerships. Overall, the literature supports the premise that enhancing instructional practices through targeted training and continuous professional development leads to better teacher work performance and higher quality education.

Conclusion

The study concluded that: 1) Teachers’ age, sex, civil status, and in-service trainings attended are not predictors on their instructional practices. However, educational attainment, length of service and position title are predictors on their motivational strategies, teaching approaches, and learning resources. 2) Instructional practices such as motivational strategies, teaching approaches, and learning resources are related to teachers’ work performance.

References

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Copyright

Copyright © 2025 Issa Thea A. Bolante, Dr. Rosa A. San Gabriel. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.