Demographic Characteristics and Professional Development as Predictors of Work Performance of English Teachers in Public School

Abstract

Low-performing teachers tend to produce low-achieving learners, and since it is critical to maintain high-quality teachers to provide quality education, it is vital to consider all possible factors that impact the teacher’s work performance. To validate this contention, this study aimed to determine the influence of demographic profile and professional development on the work performance of English teachers in the public school.

The researcher employed a descriptive-correlational design and covered public elementary school English teachers from the Division of Davao City who were selected through purposive sampling. The statistical tools used were the mean, standard deviation, Pearson r-Moment Correlation, and Multiple Regression Analysis. An adapted and validated questionnaire determined the professional level of teachers, while the Results-Based Performance Management System–Individual Performance Commitment and Review Form was utilized to determine the work performance of teachers. Findings revealed that the level of teachers’ professional development and work performance both yielded a very high rating. Moreover, there is a significant relationship between demographic profile and professional development and work performance of teachers. However, demographic profile and professional development do not significantly predict the work performance of teachers.