Exploring Teacher Factors Influencing Academic Performance of Junior High School Learners in Third Congressional District of Quezon
DOI:
https://doi.org/10.5281/zenodo.19782416Keywords:
teacher competence; teaching methods; teaching strategies; classroom management; teacher attitude; academic performance; junior high school learners; third congressional district of quezon; Philippines; mixed-methods design; descriptive statistics; multiple regression analysis; professional development; learner-centered interventions; instructional delivery; classroom climate; student achievementAbstract
This study examined how teacher characteristics influence the academic performance of Junior High School learners in the Third Congressional District of Quezon, Philippines. Using a convergent parallel mixed-methods design aligned with Department of Education standards, quantitative data were collected from school heads and teachers, while selected teachers participated in qualitative interviews. Learner performance was measured using written examinations and final grades. Descriptive statistics, reliability testing, and multiple regression analysis were employed to examine the relationships among teacher competence, teaching methods and strategies, classroom management, teacher attitude, and student outcomes. Results revealed that teachers were generally moderately competent, with teaching strategies emerging as their strongest area, while classroom management and teacher attitude required improvement. Learners demonstrated satisfactory to very satisfactory performance overall. Regression analysis indicated that teacher-related factors significantly predicted student academic outcomes, exerting a stronger effect on overall grades than on written examinations. The findings highlight the critical role of teacher competence and professional disposition in shaping learner achievement. They suggest that while effective teaching strategies can support short-term performance, sustained improvement in academic outcomes depends on strengthening classroom management and fostering positive teacher attitudes. The study concludes that targeted professional development programs, mentoring initiatives, and continuous monitoring of teaching practices are essential to address these gaps. Furthermore, collaboration between school heads and teachers in designing learner-centered interventions can enhance both instructional delivery and classroom climate. By investing in teacher growth and well-being, schools can create a more supportive learning environment that promotes consistent academic success among Junior High School learners.
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