INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI November 2025| Special Issue on

A Systematic Review on the Factors Affecting Teacher’s Job

Performance: Comparative Analysis between the Philippines and the

United States of America (2015-2025)

Dennis M. Paigalan, Dr. Marleonie Bauyot

Residential Life, Galena City School District, United States of America (USA)

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0702

Received: 10 November 2025; Accepted: 20 November 2025; Published: 28 November 2025

ABSTRACT

This systematic review analyzed empirical studies (2015–2025) on the major factors influencing teachers’ job

performance in the Philippines and the United States, focusing on leadership, organizational climate,

professional development, and cultural adaptation. Across fifty peer-reviewed studies, findings consistently

identified leadership as the strongest predictor of job performance, with positive correlations (r/β=.45-.67 PH;

.50-.60 US). In the Philippines, transformational and democratic leadership foster collaboration and motivation,

while in the U.S., instructional leadership with feedback and coaching enhances performance outcomes. Teacher

competence and self-efficacy act as mediators (r/β=.48-.58 PH; .40-.50 US), indicating that confidence

transforms leadership influence into measurable results. Organizational climate showed contrasting patterns:

supportive environments in the Philippines (r = .50-.55) improved engagement, whereas high accountability

stress in the U.S. (β = -.29) decreased satisfaction and retention. Both contexts affirm the critical role of

professional development and cultural responsiveness in sustaining motivation and teacher growth. Framework

comparisons revealed that the Philippine Professional Standards for Teachers (PPST) emphasize reflective and

developmental growth, while the U.S. model values data-based accountability and performance metrics. Despite

philosophical contrasts, both systems aim to improve instructional quality. The evidence suggests that combining

the PPST’s mentorship-driven framework with the U.S. accountability model can create a balanced system

where growth and measurable performance coexist, underscoring that effective leadership, empowerment, and

supportive school cultures remain universal foundations for sustaining teacher excellence.

Keywords: Transformational and democratic leadership; Organizational climate; Professional development; Job

satisfaction; Philippine Professional Standards for Teachers; Evaluation and Accountability System;

INTRODUCTION

Teachers’ job performance remains a central concept in educational research and policy; serving as a link

between teacher’s quality, student outcomes, and institutional success (Nilsen, 2016, Ozgenel et al., 2025;

Eryilmaz et al., 2025). Over the past decades, research has increasingly examine how leadership, organizational

climate, and professional development shape teacher performance: in the Philippines, reform such as the

Philippines Professional Standards for Teachers (PSST) defined clear competency framework (Cabradilla, 2025)

on the other hand, in the United States of America, evaluation and accountability systems dominates performance

assessment (D’Brot et al., 2022).

Research paints a clearer picture of how many factors are at play: for example, in the Philippines, Tejero and

Aoanan (2024), suggest that leadership-styles and organizational climate jointly influenced teacher’s work-

engagement, though interestingly leadership style was not a significant independent predictor, while climate

was. Meanwhile, an international review developed a model showing how perceived organizational support

indirectly influences teacher’s job performance, suggesting that school context and systems matter for

performance outcomes, beyond teacher’s individual attributes.

Beyond above-mentioned structural factors, the experiences of teachers, particularly those working across

cultural contexts, reveal how identity formation, adaptation and system readiness, also affect job performance

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(Li et al., 2025). In this regard, Modesto (2020) used hermeneutic phenomenological approach to explore the

experiences of Filipino immigrant teachers in South Texas, revealing how they perceived their work as

opportunities for growth, challenge and transformation, despite systematic and cultural barriers. The narratives

reflected resilience, adaptability, and a deep commitment to their students- qualities that are found effective on

teaching in diverse environment.

Similarly, Rosales (2024) revealed that many U.S. school systems remain ill‐equipped to support immigrant

teachers, who face barriers related to credentialing, cultural competence, and institutional inclusion. Using

Denzin’s interpretive interactionism, the study showed that Filipino immigrant teachers often experience culture

shock and limited support systems, which can affect their instructional effectiveness. The findings underscore

the need for policies that strengthen onboarding, mentorship, and intercultural training to help international

educators integrate successfully.

This study aims to deepen the understanding of how educational systems in the Philippines and the United States

influence teachers’ job performance by comparing their models of teacher development, evaluation, and

professional support. It seeks to identify and synthesize the key factors that affect teacher performance based on

empirical studies from 2015 to 2025, analyze how leadership, organizational climate, professional development,

and cultural adaptation influence teachers’ effectiveness, and evaluate how national frameworks such as: the

Philippine Professional Standards for Teachers (PPST) and the U.S. accountability systems, impact their growth,

motivation, and overall performance. Ultimately, the study endeavors to generate insights that can help both

countries, design more supportive and culturally responsive environments, based on the existing empirical data,

that will encourage further research-based initiatives, to enable teachers to thrive and deliver meaningful learning

outcomes.

Statement of the problem

The study aims to deepen the understanding of how educational systems in the Philippines and the United States

influence teachers’ job performance by comparing their models of teacher development, evaluation, and

professional support. It seeks to identify and synthesize the key factors that affect teacher performance based on

empirical studies from 2015 to 2025, analyze how leadership, organizational climate, professional development,

and cultural adaptation influence teachers’ effectiveness, and evaluate how national frameworks such as: the

Philippine Professional Standards for Teachers (PPST) and the U.S. accountability systems, impact their growth,

motivation, and overall performance. Ultimately, the study endeavors to generate insights that can help both

countries, design more supportive and culturally responsive environments that enable teachers to thrive and

deliver meaningful learning outcomes. To address these gaps, this study aims to answer the following questions:

1. What are the major factors that influence teachers’ job performance in empirical studies conducted between

2015 and 2025 in the Philippines and the United States of America?

2. How do leadership, organizational climate, professional development, and cultural adaptation collectively or

individually affect teachers’ job performance in both countries?

3. In what ways do differences in national frameworks: such as the developmental focus of the Philippine

Professional Standards for Teachers (PPST) and the accountability-driven evaluation systems in the U.S.A,

shape teachers’ growth, motivation, and effectiveness?

METHODS

The research aims to identify and compare factors that influence teachers’ job performance in two countries: The

Philippines and the United States of America. The study utilized quantitative systematic review design guided

by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to ensure

rigor, transparency, and replicability (Page et al., 2021). The review focused on empirical, peer-reviewed studies

published from 2015 to 2025 that examined measurable factors influencing teacher job performance in the

Philippines and the United States. Studies were identified through databases such as: Scopus, ERIC, Frontiers

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in Education, Philippine E-Journals, JSTOR, and Google Scholar using keywords like teacher job performance,

leadership, organizational climate, professional development, and cultural adaptation.

Inclusion and Exclusion Criteria

This study applied clearly defined inclusion and exclusion criteria to ensure that only relevant, credible, and

methodologically sound research was considered in the review. The inclusion criteria were as follows: (1)

empirical, peer-reviewed studies published between 2015 and 2025; (2) studies that examined teacher job

performance and its related determinants such as leadership, organizational climate, job satisfaction, professional

development, or cultural adaptation; (3) research conducted within Philippine and United States educational

settings; and (4) studies that employed quantitative research designs, including correlational, descriptive,

regression, or comparative analyses, and reported measurable statistical data (e.g., means, correlations,

regression coefficients). Studies were excluded if they were (1) published before 2015, as earlier literature may

not align with recent educational reforms such as the Philippine Professional Standards for Teachers (PPST) and

the ongoing U.S. teacher evaluation reforms; (2) qualitative or theoretical in nature, focusing only on conceptual

discussions without measurable data; (3) not conducted within the school or teacher context; or (4) lacking

accessible full texts or credible peer-reviewed publication status.

The 2015–2025 time frame was deliberately chosen for its relevance and alignment with major educational

reforms and global policy shifts emphasizing teacher quality and performance. For instance, the implementation

of the PPST in 2017 in the Philippines marked a significant national effort to professionalize and standardize

teacher competencies (Cabradilla, 2025; DepEd, 2017), while in the United States, teacher evaluation and

accountability systems continued to evolve following federal initiatives such as Every Student Succeeds Act of

2015. Limiting the review to this period ensures the inclusion of contemporary and policy-aligned research,

capturing the most recent developments, methodological advances, and contextual realities affecting teachers’

work and performance (Siddaway et al.,2019; Page et al., 2021). This strategic delimitation enhances the validity

and applicability of the review findings in understanding current educational systems and teacher performance

frameworks

Selection and Data Extraction

A total of 132 records were initially identified across the selected databases. After reviewing titles and abstract,

64 qualitative studies, mixed method, and non-education related studies were excluded. In the eligibility stage,

35 full-text articles were assessed for their relevance and methodological quality, to ensure that only research

with clear quantitative design, valid statistical tools, and direct focus on teachers’ job performance were

considered. At the end of paper assessment, 17 quantitative studies met all inclusion criteria: nine conducted in

the Philippines and eight in the United States. Each study, data extraction focused on key variables such as the

author and year of publication, locale and sample size, research design, and statistical method, independent

variables the predictors, dependent variable teachers’ job performance, finally the reported statistical results

including correlation coefficients, regression weights or explained variance.

Data Analysis

Data extracted were coded and grouped by country. Statistical relationships were summarized using correlation

and regression coefficients reported in each study. Moreover, common predictors were categorized into five

domains: leadership, self-efficacy/competence, satisfaction/ motivation, workload/conditions, and evaluation

systems. Quantitative patterns were analyzed using cross-tabulation and narrative synthesis.

RESULTS AND DISCUSSION

This section presents the synthesized quantitative findings from the seventeen empirical studies conducted

between 2015 until 2025 in the Philippines and the United States that examined factors influencing teachers’ job

performance. The results are organized based on research questions, focusing on the major factors of

performance, the roles of leadership, organizational climate, professional development, and cultural adaptation,

and the influence of national frameworks on how performance is defined and measured. The discussion

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integrates statistical evidence from correlational, regression, and structural equation modeling (SEM) analysis

to highlight both shared and contrasting trends across the two educational systems.

Table 1. Summary of Major Factors influencing Teachers’ Job Performance

Factors/Influence

Philippine Context

United States context

Empirical Association

Leadership style

Transformational and

democratic leadership

significantly predict job improve observation and

Instructional leadership

and feedback systems

Positive correlation (r)

Philippines:.45-.67 USA:

.50-.60

performance. (Baluyos,

2019; Al-Husna, 2024;

Cabayag, 2024)

evaluation scores

(Parveen, 2022; Ma,

2024)

Teachers’ competence Competence and efficacy

Self-efficacy and

collaboration improve

measurable teaching

outcomes (Ma, 2024)

Moderate – strong (r/ β)

Philippines: .48-.58

USA: .40-.50

and self-efficacy

mediate leadership-

performance link.

(Canuto,2024; Poralan,

2025)

Organizational climate

and Working condition

Supportive school

culture and manageable

workload increase

Turn-over and stress

negatively affect

performance

Ph positive r= .50-.55 US

negative β= -.29

performance (Tarraya,

2023;Bacus, 2024)

(Hanusheck, 2016)

Professional

Development and

Motivation

Motivation and

mentoring predict

performance, linked to

PPST domains (Pa-

alisbo, 2017; Poralan,

2025)

Evaluation feedback

loops strengthen

professional growth

(Wayne et al., 2017;

White & Kraft, 2024)

Ph r= .53-.61

US β= .37-.44

Evaluation and

Accountability System appraisal guide teachers’

PPST and RPMD-based

State evaluation and

policies and student-

growth measures define

performance (NCTQ,

2019; Backes &

Ph β=.42

US β=.30-.37

growth and self-

assessment

(DepEd, 2017)

Goldhaber, 2023)

Table 1 highlights five major factors that influence teachers’ job performance across the Philippines and the

United States of America, from 2015-2015 : Leadership, Competence and self-efficacy, Organizational climate,

Professional development, and evaluation systems. The findings revealed that leadership remains the strongest

and the most consistent predictor of teachers’ performance in both contexts. In the Philippines, transformational

and democratic leadership fosters motivation and collaboration, while in the US, instructional leadership

supported by feedback and coaching leads to improved performance outcomes.

Teacher competence and self-efficacy also play a mediating role, showing that when teachers feel capable of and

confident, leadership influence translates into measurable gains in job performance. Organizational climate and

working conditions produce opposite trends across two contexts: supportive environments in Philippine schools

enhance productivity, whereas heavy workloads and teacher turnover in the US systems negatively affect results.

Both countries, however, agree on the importance of professional development and motivation – in the

Philippines through PPST-aligned mentoring and in the US through structured feedback loops. The difference

emerges in evaluation and accountability: in the Philippine framework (PSST and RPMS) emphasized teacher

growth and reflection, while the US model relies on data-based accountability and standardized metrics. Despite

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contextual contrasts, all findings converge on one conclusion, and that is effective leadership, teacher

empowerment, and supportive environments remain the factors that sustain teachers’ job performance.

Tabe 2. Comparative Effects of Leadership, Organizational Climate, Professional Development, and Cultural

Adaptation on Teachers’ Job Performance

Factors/Influence

Philippine Context

United States context

Statistical

relationship/Trend

Leadership style

Transformational and

democratic leadership

significantly predict job

performance. (Baluyos,

2019; Al-Husna, 2024;

Cabayag, 2024)

Instructional leadership

and feedback systems

improve observation and

evaluation scores

Strong positive (r/ β)

Philippines: .45-.67

USA: .50-.60

(Parveen, 2022; Ma,

2024)

Organizational Climate

Supportive work culture

and manageable workload

enhance engagement and

reduced burnout (Tarraya,

2023)

High stress, turnover,

and accountability

pressures lower

satisfaction and

retention (Hanushek,

2016)

Philippines positive

(r=.50-.55) USA

negative:

(β =.-.29)

Professional

Development

PPST-driven mentoring

and continuous training

build competence and

motivation. (Pa-alisbo,

2017; Poralan, 2025)

Structured feedback and

evaluation cycles

promote professional

growth

Ph positive r= .50-.55

US negative β= -.29

(Wayne et al., 2017;

Hutchins, 2024)

Cultural Adaptation

Filipino teachers abroad

perform better when

successfully adapting to

new teaching culture.

(Rosales, 2024)

Culturally responsive

practices improve

engagement and

Positive but context-

dependent correlation

retention (Gay, 2018)

Table 2 presents that leadership, organizational climate, professional development, and cultural adaptation all

significantly influence teachers’ job performance, though their effects differ by context. In the Philippines,

transformational leadership, supportive climates, and PSST-driven mentoring show strong positive impacts,

fostering motivation and engagement. In contrast, US teachers benefit from instructional leadership and

structured feedback but face challenges from high stress and accountability pressures, leading to lower

satisfaction. Cultural adaptation is shown to enhance both performance and retention when teachers and schools

value cultural responsiveness. The findings suggest that leadership and culture are universal influence of

teachers’ success, while rigid systems can weaken morale and long-term effectiveness.

Table 3. Comparison of National Framework and their effects on the Teachers’ Job Performance

Philippine Professional Standards for

Teachers (PPST)

Framework Aspect

U.S Teacher Evaluation System

Developmental - focused on teachers’

growth, reflection, and continuous

improvement.

Accountability-based – focused on

measurable outcomes, test data, and

evaluation scores

Orientation

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Mentoring, collaboration, and self-

assessment

Student achievement, observation

scores, and standardized evaluation

Core Emphasis

Effect on Performance

Leadership Role

Enhance motivation, competence and

reflective teaching

Improves measurable performance

but increases pressure and stress

Transformational and supportive;

Instructional and date-driven;

principals as mentors and learning leaders. principals as evaluators and coaches

Sustains long-term teacher growth and

well-being

Promotes short-term measurable

gains but risks burnout if not

balanced.

Overall Impact

Table 3 presents the comparison of National framework and their effects on teachers’ job performance. The

Philippine’s PPST framework reflects a developmental orientation, emphasizing reflection, mentoring, and

professional growth. Studies links this approach to increased motivation, self-efficacy, and long-term

performance stability. In contrast, the US evaluation framework embodies an accountability model that values

qualifiable outcomes such as test scores and classroom observation data. While this structure ensures measurable

progress, it can heighten stress and teacher turnover.

Despite the philosophical difference, both frameworks share the common goal of improving instructional quality.

The evidence suggest that the most effective systems combine the developmental support of the PPST with data-

informed accountability of the US model, creating a balanced approach where growth and performance coexist.

Such integration acknowledges teachers as both learners and professionals- responsible for results yet deserving

of mentorship care.

CONCLUSION AND RECOMMENDATION

The synthesis of studies from 2015 to 2025 revealed that teachers’ job performance in both the Philippines and

the United States is significantly shaped by four interrelated factors: leadership, organizational climate,

professional development, and cultural adaptation., all of which are statistically supported across context.

Leadership remains the most consistent predictor of job performance, showing strong positive correlation (r/ β=

.45-.67 in the Philippines;.50-.60 in the US), confirming that effective leadership directly enhances teacher

motivation, collaboration, and instructional quality. Teacher competence and self-efficacy further mediate these

relationships (r/ β=.48-.58 Ph; .40-.50 US), highlighting that when educators feel confident and capable,

leadership influence transforms into measurable classroom gains. Organizational climate also demonstrates

contrasting but significant effects: positive correlations (r=.50-.55) in the Philippines show that supportive and

collegial environments boost engagement, while negative coefficients (β= -.29) in the US reflect how stress and

accountability pressures reduce job satisfaction and retention. Moreover, both systems affirm that continuous

professional development and cultural adaptation sustain long-term teacher growth. The PPST’s development

orientation nurtures reflection and self-efficacy, while U.S evaluation frameworks ensure performance

accountability through quantifiable data. The findings affirm that effective leadership, supportive climate, and

culturally responsive professional development statistically and practically sustain teacher performance across

educational systems.

Grounded in the research statistical insights, several evidence-based directions are proposed. Philippines schools

may strengthen the PPST framework by integrating data-driven evaluation metrics to complement reflective

practices, ensuring measurable growth without compromising teacher’s autonomy. Conversely, US institutions

should consider adopting mentorship-based professional development to balance accountability pressures with

human-centered support, mitigating burnout and turnover. Furthermore, both systems must embed cultural

adaptation programs- as studies indicate that teachers who experience cultural belonging show higher motivation

and retention score (r=.40-.52). Teacher performance flourishes where quantitative evidence aligns with human

understanding: when schools lead with empathy, assess with fairness, and cultivate an environment where every

teacher feels valued, supported, and inspired to perform their best.

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