International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056 Volume: 05 Issue: 11 | Nov 2018 www.irjet.net p-ISSN: 2395-0072 © 2018, IRJET | Impact Factor value: 7.211 | ISO 9001:2008 Certified Journal | Page 1284 Factors Affecting the Performance of Public School Teachers in the Division of Antipolo City, Philippines Juan O. Abarro 1 1 Campus Director, University of Rizal System, Cardona Campus, Cardona, Rizal ---------------------------------------------------------------------***---------------------------------------------------------------------- Abstract:- The study aimed to determine the different factors affecting the performance of public school teachers working in the Division of Antipolo City. The study made use of the quantitative method of research utilizing survey research design. The respondents of the study were the seventy six (76) teachers who graduated from University of Rizal System Antipolo City from School Year 2009-2010 to 2014-2015, who are teaching in twelve (12) public elementary and fourteen (14) secondary schools in the Division of Antipolo City. The sources of data were the documents such as Individual Commitment Review Forms (IPCRF) of teachers, Records of Grades and Report on the Licensure Examination for Teachers (LET). Aside from the documents, a questionnaire checklist was also used to find out the personal and other variables of the respondents. The study found out that variables such as civil status, highest educational attainment, and local seminars attended and scholastic performance are factors affecting the performance of teachers, while, sex, age, types of family, religion, type of high school attended, LET performance, length of service, annual salary, number of preparations in teaching, international/national/regional seminars attended do not affect the performance of teachers. Key Words: Antipolo City, factors affecting the performance, public school teachers 1. INTRODUCTION One of the most important factor that contributes to the development of the society is education. It functions as the transmitter of culture from one generation to another through its quality. Because of this function, the government is continuously providing strong efforts in making quality education accessible to all. [1] Article 14, Section 1 of the 1987 Constitution provides that “the state shall protect and promote the rights of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all”. This mandate emphasizes that there is really a need for schools to carry on with its roles in the society. Schools are represented by the teachers. The teachers are the most significant persons in schools. They are responsible in performing numerous and critical tasks in molding the youth to useful members of the society. Hence, they are considered as the key factors in the learning process [2]. Bilbao, Corpuz, Llagas and Salandanan [3] cited that teachers should be committed and dedicated in their work. To validate this contention, there is a need to determine how they perform their tasks in molding the younger generation. Hypothetically, the performance in the field can be either high or low. Understandably, there are factors which affect their performance. Recently, there has been a wide interest in studying the variables influencing the performance of teachers particularly in foreign countries. Gikunda [4] revealed that teachers’ attitude affect the performance of teachers teaching Geography. In addition, Wangui, Omboi and Irabo [5] found out that work-related stress affects teachers’ performance in public secondary schools in Kikuyu Sub County, Kenya. These factors are categorized into school related factors, teacher and community-related factors [6]. Moreover, Mruma [7] found out that intrinsic and extrinsic motivators affect the performance of teachers in public secondary schools in Tanzanian Education Institution. Aside from this, Ahmed, Hussain, Ahmed and Din [8] revealed that subject mastery, attitude, teaching methodology and teachers’ personal characteristics are factors affecting professional performance of teachers at higher education level. Furthermore, Nadeem, Rana, Lone, Maqbool, Naz and Ali [9] revealed that poor socio-economic status of teachers affects the teacher’s performance. In like manner, Espino, Roman and Magno [10] illustrated that academic performance influence the performance of graduates. Mansour [11] claimed that religious beliefs affect the performance of Science Teachers in the Classroom. Result of the review of the studies, emphasizes that the different factors affecting the performance of teachers in the Philippines is still unclear. A considerable amount of research on the different factors affecting the performance of teachers was conducted, but few researches conducted dealing on the influence of the personal, educational and work related variables to the performance of teachers. This is the gap addressed by the study. The study considered to be very important not only to the Department of Education, but also to the University of Rizal System which is responsible in producing these teachers. This is because the result served as an input to the continuous curricular program of the University of Rizal System, Rizal, Philippines. Moreover, it is needed in in the accreditation of its curricular programs. 1.1 Objectives of the Study The study aimed to analyze the different factors which affect the performance of public school teachers who graduated from the University of Rizal System Antipolo City from Academic Year 2010-2011 to 2014-2015. It was conducted during the Academic Year 2016-2017. It sought to determine: (1) the personal, educational, and work related