Pedagogical Gaps and Teachers’ Performance in Public Secondary Schools

Pedagogical Gaps and Teachers’ Performance in Public Secondary Schools

*¹Andrea B. Rempillo ²Daryl I. Quinito, PhD

¹Mabini Colleges, Incorporated, Daet, Camarines Norte

²Region V – Bicol, Philippines

DOI: https://doi.org/10.51244/IJRSI.2025.12020051

Received: 23 January 2025; Accepted: 10 February 2025; Published: 11 March 2025

ABSTRACT

Newer instructional materials using latest technologies, and trainings are conducted to address problems and improve teachers’ performance as it serves as the integral part of students’ success, very little research exists on the main pedagogical gaps, challenges, and issues of public high school teachers which affect their performances. This study determined the dominant pedagogical gaps and its relation to the performance of secondary school teachers in Daet North and South Districts Public Secondary Schools in Camarines Norte. The study utilized a quantitative method using a descriptive-correlation research design through a purposive sampling approach. An adapted survey questionnaire from the Individual Performance, Commitment, and Review Form or IPCRF was used as a tool. Data was obtained from 58 respondents including the school heads, head teachers, and master teachers of 5 high schools of Daet district. The retrieved data were treated statistically using frequency count, percentage technique, weighted mean, and Somers’ Delta Correlation Coefficient (d). Findings revealed that in 3 KRAs of IPCRF, majority of teachers received the outstanding rating in their performance. Overall indicators in content knowledge and pedagogy, learning environment and diversity of learners and curriculum and planning area had an interpretation of “Never a Gap”. The performance rating of teachers using the results of their IPCRF lack a significant relationship between their pedagogical gaps except the gaps and performance rating on learning environment and diversity of learners’ level. The result suggests that as most public secondary school teachers obtained an outstanding performance in their IPCR, a sustainability plan in maintaining their excellent performance may be implemented and a training-workshop for public secondary school teachers may be conducted focusing on the educational setting and managing diverse learners and other teaching and learning issues that need more attention and improvement.

Keywords: Pedagogical gaps, performance, content knowledge and pedagogy, Learning environment, diversity of learners, curriculum and planning

INTRODUCTION

Teacher’s performance is one of the key factors influencing educational success. It can produce and cultivate learners who can take the country forward. Thus, prioritizing and understanding the needs and motives of teachers is vital for their improvement and growth in order to reach highly effective performance standards for the long-term and sustainable nation-building (Samaco, 2022).

Teachers then and now, are facing many challenges that hinder their instructional competence. One of these is making daily interesting lesson plans and instructional and learning materials that suit to the learners’ needs and capabilities. This is one of the challenges that all teachers face in day to day living. With this problem coupled with the obligations and time for the family, responsibilities and duties at home such as doing household chores and attending to family’s concern are the difficult things for teachers. Another is the insufficiency of classrooms and instructional supplies and lack of other facilities such as audio-visual room, laboratories, library, clinic, comfort rooms to name a few, in which all these things support and help students become comfortable in studying and doing activities and make teaching convenient for the teachers. Other major issues are the shortage of efficient teachers (Velez and Patrinos, 2023), and the lack of teachers and poor instruction quality (Popova et al., 2022). These are among the problems which the teachers face aside from handling and managing different type of learners.

Furthermore, the quality of education is one of the major issues which the government must address and resolve (De Guzman, 2021). It is one thing that is being compromised as teachers face problems and challenges in school and at home thus, it requires immediate attention and solution. In foreign countries, the government employed professional development program in order to improve teachers and their teaching skills (Furman and Yarden, 2019). Some initiated teaching styles and activities for excellent teaching (Zhang, 2020). While others believed that successful teaching entails addressing classroom problems to facilitate student learning (Chew and Cerbin, 2021).

As teaching has developed over the years, new challenges have been unveiled. Several methods, tools, and styles of instruction have been developed and implemented to close learning gaps, yet they are insufficient. As a result of the concerns and challenges that teachers face, it is only fair that they be provided opportunities to improve their instructional competencies. As stated in the Article XIV, Section 5 of the Philippine Constitution, the state shall strengthen teachers’ professional advancement rights. Hence, to improve the quality of education, it is vital to address difficulties affecting teachers’ work performance, as well as identified pedagogical gaps and instructional challenges that prohibit them from working effectively. It is for this reason why this study has been conducted to give intervention and rather solution to the pedagogical gaps identified. Thus, action monitoring plan and an intensive seminars and practical workshops could serve as interventions to contend with the relative issues and concerns of teachers.

METHODOLOGY

The researcher made an extensive ethical measure to preserve the integrity and confidentiality throughout the conduct of the study. This research utilized a quantitative method using a descriptive-correlation research design and purposive sampling approach using the questionnaire as a data-gathering tool. The data was obtained from the school heads, head teachers, and master teachers of five high schools of Daet North and South districts, division of Camarines Norte. The retrieved data were treated statistically using frequency count and percentage technique to assess the performance of secondary teachers across the 3 domains in the IPCRF such as the content knowledge and pedagogy, learning environment and diversity of learners, and curriculum and planning. The weighted mean was employed to identify the dominant pedagogical gaps across KRAs 1-3 in the IPCRF. Somers’ Delta Correlation Coefficient (d) was utilized to ascertain the existence and strength of the relationship between the identified pedagogical gaps and the performance of high school teachers in public secondary schools. IBM SPSS Statistics was the statistical software applied for this analysis.

RESULTS AND DISCUSSIONS

The performance of teachers is assessed annually through the Individual Performance, Commitment, and Review Form (IPCRF), conducted at the end of each school year. The teacher’s performance ratings were collected to examine their relationship with pedagogical gaps and instructional challenges faced by secondary teachers.

Content Knowledge and Pedagogy. The first Key Result Area (KRA) in the IPCRF which describes as the knowledge of a teacher in carrying out a particular subject matter and its application in a classroom situation.

In this KRA, majority of respondents in this study received an Outstanding rating, accounting for 51 respondents. Conversely, a Very Satisfactory rating constituted a smaller portion, with 7 respondents. This indicates that the majority of public secondary school teachers in Daet North and South Districts garnered an Outstanding Performance Rating in the IPCRF under KRA 1 – Content Knowledge and Pedagogy. The result suggests that public high school teachers in Daet North and South Districts found it less challenging when it comes to applying their knowledge and content within the subject area and across the curriculum, employing teaching strategies to enhance learner achievement in literacy and numeracy skills, and fostering critical and creative thinking skills, as well as other higher-order thinking skills. The result contrasts with the findings of Luzon (2022), Relator (2022), and Delfin (2020), where teachers’ overall teaching performance in terms of Technology, Pedagogy, Content, and Knowledge (TPACK) as revealed in their IPCRF was only deemed as Very Satisfactory.

Table 1. Performance Rating along Content Knowledge and Pedagogy

Performance Rating	Frequency	Percentage %
Outstanding	51	87.9
Very Satisfactory	7	12.1
Total	58	100

Learning Environment and Diversity of Learners. Learning environment pertains to the classroom setting where students are free to express ideas, encourage active participation, and provide a meaningful experience to each kind of learners so that learning could really take place. The Performance Rating in the IPCRF along with the Learning Environment and Diversity of Learners where 50 respondents accounted in the study received the Outstanding Performance Rating, while the Very Satisfactory Rating had the fewer respondents accounting for 8 respondents. This denotes that majority of the teachers in Daet North and South Districts obtained an Outstanding Performance in KRA 2 of their IPCRF in the previous school year. But, this KRA had the lowest average of an outstanding teachers along with the 3 KRAs of this study. Among the Key Result Areas or KRAs, it indicates that even though majority of teachers received an outstanding rating, there is still room for improvement and support to some teachers who only gained a very satisfactory rating. This aligns with the findings of Reitman et al. (2019), which suggest that when teachers receive substantial support and professional development in critical areas such as cultural diversity, differentiation, and lesson planning, they are more likely to remain in the teaching profession while maintaining good performance levels.

Table 2. Performance Rating along Learning Environment and Diversity of Learners

Performance Rating	Frequency	Percentage %
Outstanding	50	86.2
Very Satisfactory	8	13.8
Total	58	100

Curriculum and Planning. Preparation is one of the keys to achieve success in any endeavor. Thus, mapping out of things to do also needs focus and attention in order to get a desired positive outcome. In this area, most of the high school teachers in Daet North and South districts still received an Outstanding Performance Rating in their IPCRF, accounting for 52 respondents. Conversely, the Satisfactory Rating was only attributed to 1 respondent. This suggests that although teachers had the highest average in this key result area, they may still require improvement in this part, particularly in planning and utilizing appropriate teaching and learning resources, including ICT, to address learning needs. It implied that following the curriculum imposed by the department is easy, but planning of the appropriate instructional materials to be used and teaching styles and strategies for the students to cope up with it as well as implementing and executing it, need extra time, money, and effort. This observation aligns with the findings of Li et al. (2019), where it was suggested that teachers’ instructional preparedness is pivotal as technological readiness, and that technology should be integrated into teaching to serve more advanced instructional purposes through interactive activities.

Table 3. Performance Rating along Curriculum and Planning

Performance Rating	Frequency	Percentage %
Outstanding	52	89.7
Very Satisfactory	5	8.6
Satisfactory	1	1.7
Total	58	100

Dominant Pedagogical Gaps Based on Classifications. To identify and measure the dominant pedagogical gaps based on three classifications to the level of Performance of Teachers in the IPCRF during the School Year 2022-2023, nine (9) statements were rated by the participants on a Likert Scale from 1 (Always a gap), 2 (Often a gap), 3 (Sometimes a gap), to 4 (Never a gap). The weighted mean scores for each statement indicate the frequency of utilization or application of each classroom indicator or domain, with a higher weighted mean suggesting a higher or dominant pedagogical gap among secondary teachers. In this analysis, the indicator with the highest weighted mean or score is considered as “Never a Gap”, as participants have always utilized or applied it in the classroom. The next indicator with a higher mean, indicating it was sometimes or irregularly applied, followed by the indicator, often used or frequently utilized. The indicator with the lowest mean is considered as “Always a Gap” as it is never applied or utilized in the classroom situation. This approach ensures that the identified dominant pedagogical gap truly reflects areas where teachers may need improvement or support, rather than simply indicating common practices.

Content Knowledge and Pedagogy. The respondents identified the highest indicator in pedagogical gap as “The teacher applied knowledge of content within and across curriculum teaching areas,” with a weighted mean score of 3.86, interpreted as “Never a Gap”. Conversely, “The teacher used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills” received the lowest weighted mean score of 3.71, also interpreted as “Never a Gap”. The overall weighted mean for the dominant pedagogical gaps along content knowledge and pedagogy is 3.76, indicating “Never a Gap”.

Further analysis of the table revealed that public secondary school teachers in the Daet North and South Districts had consistently applied their knowledge of content within and across the curriculum, as well as utilized various teaching strategies to enhance learners’ critical and creative thinking skills and higher-order thinking skills, including literacy and numeracy skills as the result interpreted as Never a Gap for them. However, among the three indicators, statement 2 indicates an irregular or inconsistent application of a range of teaching strategies that enhance learner achievement in literacy and numeracy skills of students. This suggests that teachers face a little challenge in creating higher-order thinking activities and questions and integrating both literacy and numeracy enrichment tasks due to insufficiency of ideas on how it should be done or applied in the lesson and what activities are suited for the learners.

This result aligns with the findings of Simpliciano et al. (2023), which suggested that teachers faced challenges in developing students’ higher-order thinking skills due to the less-contact measure of the modular learning modality. It is recommended to collaborate in creating and developing activities that challenge and motivate learners simultaneously. Policymakers may also conduct activities and programs to assist teachers in enhancing their experiences in developing higher-order thinking skills and literacy and numeracy skills.

Table 4. Dominant Pedagogical Gaps along Content Knowledge and Pedagogy

Indicators	Weighted Mean	Descriptive Interpretation
1.     The teacher applied knowledge of content within and across curriculum teaching areas.	3.86	Never a Gap
2.     The teacher used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.	3.71	Never a Gap
3.     The teacher applied a range of teaching strategies to develop critical and creative thinking skills, as well as other higher-order thinking skills.	3.72	Never a Gap
Overall Weighted Mean	3.76	Never a Gap

Rating Scale:              Descriptive Interpretation:

3.25-4.00         –           Never a Gap                1.75-2.49         -Often

2.50-3.24         –           Sometimes                  1.00-1.74         -Always a Gap

Learning Environment and Diversity of Learners. As reflected in table 5, the respondents revealed that the pedagogical gaps along learning environment and diversity of learners which received the highest mean of 3.74 interpreted as Never a Gap was in statement 2, the teacher managed learner behavior constructively by applying positive and non-violent discipline to ensure learning focused environments while the teacher used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests received the lowest mean of 3.71 interpreted also as Never a Gap. Table 3 got an overall weighted mean of 3.72 with an interpretation as “Never a Gap”.

Table 5. Dominant Pedagogical Gaps along Learning Environment and Diversity of Learners

Indicators	Weighted Mean	Descriptive Interpretation
1.     The teacher managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery.	3.72	Never a Gap
2.     The teacher managed learner behavior constructively by applying positive and non-violent discipline to ensure learning focused environments.	3.74	Never a Gap
3.     The teacher used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests.	3.71	Never a Gap
Overall Weighted Mean	3.72	Never a Gap

Rating Scale:              Descriptive Interpretation:

3.25-4.00         –           Never a Gap

2.50-3.24         –           Sometimes

1.75-2.49         –           Often

1.00-1.74         –           Always a Gap

The table demonstrated that most of the teachers in public secondary schools in Daet District abled to manage learners’ behavior constructively. Conversely, the teachers are challenged in creating and applying differentiated activities appropriate for varied type of students to address their genders’ needs, strengths and interests. This implied that the learning environment, certainly has an impact and affects each individual. In like manner, handling and managing diverse types of learners with different genders’ needs, strengths, and interests can also influence teacher’s performance.

The results of this study are consistent with the findings of Moon (2023), whose research aimed to understand how teachers’ preparedness to educate students with diverse learning needs influences their overall performance in inclusive classrooms. Additionally, these findings align with those of Kintanar (2020), who revealed that the work environment significantly influenced teaching performance.

Curriculum and Planning. Thinking ahead of things to do and be done is necessary to realize and achieve the expected outcome. This is the third KRA in the IPCRF in which the teacher plans, participates and selects topic and material to be used. It indicates that the teacher has planned, managed, and implemented developmentally sequenced teaching and learning processes to meet curriculum. Also, the teacher participated in collegial discussions that used teacher and learner feedback to enrich teaching practice. And lastly, the teacher selected, developed, organized, and used appropriate teaching and learning resources, including ICT, to address learning. The table below displays the weighted mean scores and interpretations for each statement, as well as the average weighted mean and interpretation to identify the dominant pedagogical gaps within the third Key Result Area (KRA) of the IPCRF, which is Curriculum and Planning.

Table 6 Dominant Pedagogical Gaps along Curriculum and Planning

Indicators	Weighted Mean	Descriptive Interpretation
1.     The teacher planned, managed and implemented developmentally sequenced teaching and learning processes to meet curriculum.	3.79	Never a Gap
2.     The teacher participated in collegial discussions that use teacher and learner feedback to enrich teaching practice.	3.74	Never a Gap
3.     The teacher selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning.	3.71	Never a Gap
Overall Weighted Mean	3.75	Never a Gap

Rating Scale:              Descriptive Interpretation:

3.25-4.00         –           Never a Gap

2.50-3.24         –           Sometimes

1.75-2.49         –           Often

1.00-1.74         –           Always a Gap

According to the respondents, the pedagogical gap with the highest weighted mean of 3.79, interpreted as “Never a Gap,” was found in statement 1: “The teacher planned, managed, and implemented developmentally sequenced teaching and learning processes to meet the curriculum.” Conversely, the lowest weighted mean of 3.71, also interpreted as “Never a Gap,” was observed in statement 3: “The teacher selected, developed, organized, and used appropriate teaching and learning resources, including ICT, to address learning.” The overall weighted mean for the dominant pedagogical gaps along curriculum and planning is 3.75, interpreted as Never a Gap. It signifies that most of the public secondary school teachers in Daet District had a systematic methods and procedures in teaching their subjects and lessons which are anchored in the curriculum. The only challenge was the selection, development, and utilization of the appropriate instructional materials, particularly of digital learning resources.

It can be inferred that teachers had an inadequate knowledge when it comes to the development and application of digital learning materials. In this present generation, teachers have to integrate their lessons in technology concept through interactive activities because students are now engrossed in electronic devices and other digital materials. Consequently, there is a need for additional and more targeted trainings related to curriculum planning and implementation, as well as the application and utilization of appropriate teaching and learning resources, including Information and Communication Technology (ICT), based on learners’ needs, strengths, and interests.

These findings are in line with the conclusions drawn in the study of Morallo et al. (2019), which suggested the creation of more professional development programs to address teachers’ needs for further improvement. Similarly, in the study conducted by Balmeo (2021), it was recommended that teachers undergo training workshops on pedagogy and participate in regular focus group discussions aimed at improving weak areas.

Significant Relationship between Teachers’ Pedagogical Gaps and their Performance Rating. The result of the correlation is significant, indicating a significant relationship at the 0.05 level between teachers’ performance ratings and the pedagogical gaps, particularly in the learning environment and diversity of learners. This finding is consistent with the conclusions drawn in the study by Salamat (2022), which found a significant relationship between teachers’ adversity quotient and their teaching performance. This implies that pedagogical gaps indeed impact and influence teachers’ performance. Most of the researchers in related studies reviewed in connection with the current study have recommended that teachers engage in training programs, workshops, capacity-building programs, and continuous professional development to adapt to the rapid changes and numerous challenges in today’s profession, as suggested by Lacre et al. (2023). This underscores the importance of intervention to address the gap in the learning environment and diversity of learners, ultimately aiming to enhance teachers’ effectiveness in classroom instruction.

Table 7. Test for the Relationship between the Teachers’ Pedagogical Gaps and their Performance Rating

Teachers’ Pedagogical Gaps	Performance Rating
	Content Knowledge and Pedagogy		Learning Environment and Diversity of Learners		Curriculum and Planning
	d	p-value	d	p-value	d	p-value
Content Knowledge and Pedagogy	-.151	.388	-.253	.168	-.019	.898
Learning Environment and Diversity of Learners	-.092	.594	-.468*	.030	-.132	.488
Curriculum and Planning	-.132	.450	-.233	.201	-.360	.126

*Correlation is significant @ 0.05 level.

Proposed Sustainability Plan to Address the Pedagogical Gaps:

Crafted Training-Workshop as one of the Interventions to Enhance and Sustain Excellent Performance of Teachers. The study’s findings demonstrated a substantial link between teachers’ performance and the identified pedagogical gap. This emphasizes the crucial necessity for intervention targeted at improving teachers’ performance and capability to effectively manage different group of students. Under the proposed strategic Sustainability Plan for enhancing the excellent performance of teachers, a tailored training workshop focusing on the identified gap, problem, or issue related to the learning environment and learners’ diversity is developed. This workshop includes discussions led by experts on the field or experienced resource speakers covering topics such as creating a positive classroom atmosphere, managing diverse learner types, effective classroom management techniques, and differentiated instruction strategies. Practical workshops would also be conducted to equip teachers with the skills to develop customized activities, instructional materials, and appropriate various teaching strategies to address individual learner needs. By implementing this training workshop, teachers will be empowered to effectively manage diverse learners and learning environments, ultimately leading to improved teaching performance and enhanced student outcomes.

CONCLUSIONS

Using the study’s findings and to figure out the essence of the study, the following conclusions were drawn:

1. During the School Year 2022-2023, the majority of public secondary teachers in Daet District, Camarines Norte received an Outstanding Performance Rating in their IPCRF, particularly in content knowledge and pedagogy, learning environment and learner diversity, and curriculum and planning indicators, also known as Key Result Areas (KRA) 1-3. This simply meant that the majority of Daet’s secondary public-school teachers had done an excellent job in order to receive the Outstanding performance rating.
2. The study’s findings from the three KRAs in IPCRF revealed that there was never a gap, but there was one that was identified as prominent by public secondary school teachers in Daet, Camarines Norte: the learning environment and diversity of students. This meant that this crucial result area needed to be improved, and the issue had to be handled.
3. The test utilizing Somers’ Delta Correlation Coefficient (d) demonstrated that there may be a substantial association between teachers’ performance and pedagogical gaps, particularly in the learning environment and learners’ diversity.
4. One of the interventions for sustainability of gaining an outstanding rating performance is a teacher training workshop which was based on the action monitoring plan that can fill the gap and benefit teachers and its clientele by teaching them various and appropriate strategies for managing the classroom and dealing with diverse learners.

RECOMMENDATIONS

The following are suggestions to be offered based on the results and conclusions of the study:

1. Master teachers and/or teachers may coordinate as early as possible with the school activity organizer, such as In-Service Training for Teachers or INSET, Learning Action Cell or LAC, on the main topics to be prioritized and discussed for professional advancement, continuous professional growth and development of teachers, and consistency of outstanding performance. Also, a District LAC session may be proposed, organized, and conducted as to the consensus of the result of the yearly assessment of teachers’ performance.
2. The school heads and/or head teachers, and instructional leaders may establish a regular and consistent focus group meetings or discussions with the faculty and/or subject area, as well as peer mentoring for teachers, to address feasible issues and challenges specifically related to the learning environment, diverse student populations, and other teaching and learning concerns.
3. School leaders and head teachers may develop a strict and consistent monitoring and assessment system, as well as a report on classes in their department and an action plan or improvement plan for teachers in charge of their handled students. They may also conduct activities that could uplift morale, strengthen the passion and boost confidence of teachers in pursuing excellence for oneself and for the students.
4. This may encourage, inspire and motivate teachers to take action as soon as possible and conduct further studies and action researches on teachers’ performance, instructional gaps, learners’ behavior and other teaching strategies on learners’ needs. Additionally, school leaders and educators may innovate something (materials or methods) that could contribute and help teachers, students, parents, and other stakeholders.

ACKNOWLEDGMENT

The researcher would like to express her sincerest appreciation and gratitude to her adviser, Dr. Daryl I. Quinito for understanding, encouragement, and sharing valuable insights; to her thesis advisory committee: Dr. Erlinda J. Porcincula, Dr. Jennifer S. Rubio, Dr. Anicia S. Madarang, the late Dr. Ela N. Regondola, Ms. Jamila M. Macapundag, and Dr. Sonia S. Carbonell (Dean, Graduate School), for their expertise, invaluable guidance and suggestions that helped a lot to produce a quality research output. Likewise, to the participants of Daet District public high schools: the school heads/principals, master teachers, and head teachers, and all who contributed during the conduct of this study. Ultimately, her deepest gratitude to her colleagues, friends and family, her husband Ryan Magana Rempillo and her two lovely children, Rhiana Sofia and Rhandel Jose, for their patience and unwavering support throughout this research and the reasons behind this success. Above all, to God be the Highest Honor and Glory.

REFERENCES

1. Samaco, B. M. (2022). Work Motivation Factors in Relation to Teachers’ Performance of Secondary School Teachers in Sanchez Mira, Cagayan. AIDE Interdisciplinary Research Journal, 3(1). https:// ejournals.ph/ article.php?id=18284.
2. Velez, Eduardo B. and Patrinos, Harry A. (2023). Four of the Biggest Problems Facing Education – and Four Trends That Could Make a Difference. Worldbank.Org. Education for Global Development. https:// blogs. worldbank.org/education/four-biggest-problems-facing-education-and-four-trends-could-make-difference.
3. Popova, A., Evans, D. K., Breeding, M. E., and Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://academic.oup.com/wbro/article/37/1/107/6292021.
4. De Guzman, Sara Soliver (2021). Opinion: The Increasing Struggle of Philippine Education. The Philippine Star. https:// www.philstar .com/ opinion /2021/07/19/2113423/increasing-struggle-philippine-education.
5. Furman Shaharabani, Y., and Yarden, A. (2019). Toward narrowing the theory–practice gap: characterizing evidence from in-service biology teachers’ questions asked during an academic course. International Journal of STEM Education, 6, 1-13. https://link.springer.com/article/10.1186/s40594-019-0174-3.
6. Zhang, L. (2020). Teaching Design and Practice of Intensive Reading Course Based on BOPPPS. Journal of Language Teaching and Research, 11(3), 503+.https://link.gale.com/apps/doc/A625863945/GPS?u=phmabini&sid=bookmark-GPS&xid=d95e87fa.
7. Chew, S. L., and Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17-40. https://www.apa.org/ed/precollege/psychology-teachernetwork/introductory-psychology/challenges-to-teaching.
8. DepEd Order No. 42, s. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/.
9. The LawPhil Project.Arellano Law Foundation. Philippine Laws and Jurisprudence Databank. 1987 Constitution of the Republic of the Philippines. https://lawphil.net/consti/cons1987.html.
10. Bobbitt, Z. (2020). What is Somers’ D? (Definition & example). Statology. https://www.statology.org/somers-d/.
11. Luzon, B. M. (2022). Technological, Pedagogical, and Content Knowledge of Intermediate Grade Teachers in Public Schools: Influence on Work and Academic Performance (Doctoral dissertation, Caraga State University). DOI: 10.29322/IJSRP.12.01.2022.p12138.
12. Relator, J. (2022). Technological Pedagogical and Content Knowledge (TPACK) Of Teachers in Relation to the Context and Their Teaching Performance, Loon, Bohol. Academe University of Bohol, Graduate School and Professional Studies, 20(1), 13-38. https://doi.org/10.15631/aubgsps.v20i1.177.
13. Delfin, X. R. (2020). Technological Pedagogical and Content Knowledge (TPACK) of Junior High School Teachers in Relation to Teaching Performance. Lamdag, 11(1). https://ejournals.ph/article.php?id=16516.
14. Reitman, G. C., and Karge, B. D. (2019). Investing in teacher support leads to teacher retention: Six supports administrators should consider for new teachers. Multicultural Education, 27(1), 7-18. https://eric.ed.gov/?id=EJ1250205.
15. Li, Y., Garza, V., Keicher, A. et al. Predicting High School Teacher Use of Technology: Pedagogical Beliefs, Technological Beliefs and Attitudes, and Teacher Training. Tech Know Learn 24, 501–518 (2019). https://doi.org/10.1007/s10758-018-9355-2.
16. Simpliciano, S. and Baguio, J. B. (2022). Re-aligning Higher Order Thinking Skills: Challenges of Teachers in the New Normal. The Rizalian Researcher, 9(1), 1-13. https://www.ejournals.ph/article.php?id=20089.
17. Moon, O. Teachers’ Readiness and Teaching Performance in Inclusive Education: Their Relationship to the Implementation of Inclusive Education Program. AIDE Interdisciplinary Research Journal, 6, 65-110. https://doi.org/10.56648/aide-irj.v6i1.94.
18. Kintanar, G. N. (2020). Work Attitude, Practices and Environment as Drivers of Teachers Performance. JPAIR Institutional Research Journal, 15(1), 0. https://ejournals.ph/article.php?id=15906.
19. Morallo, Mayumi and Abay, Jemil. (2019). Gaps on Quality Teaching: Assessing Teachers’ Needs towards the Creation of A Framework for an Extension Program on Teachers’ Professional Development. International Multidisciplinary Research Journal. 1. 28-36. 10.54476/iimrj396. DOI:10.54476/iimrj396.
20. Balmeo, B. S. (2021). Cases of Pedagogical Discontentment of Secondary English Teachers. International Journal of Multidisciplinary: Applied Business and Education Research, 2(5). Doi: 10.11594/ijmaber.02.05.07.
21. Salamat, S. B. Adversity Quotient and Teaching Performance of Teachers: Bases for Professional Development Programs. Editorial board, 26. https://www.peaklearning.com/wpcontent/uploads/2022/06/PEAKGRI Mamino July-2021.pdf.
22. Lacre, M. R., and Quirap, E. A. (2023). Teachers’ Traits and Performance. Teachers’ Traits and Performance, 122(1), 19-19. https://ijrp.org/paper-detail/4556. DOI: 10.47119/IJRP1001221420234606.