DIMENSIONS OF TEACHERS’ PERFORMANCE: A CONFIRMATORY FACTOR ANALYSIS
Abstract
Teachers are often evaluated using tools that focus mainly on what happens inside the classroom, but these miss important parts of their work such as lesson planning, professional growth, student engagement, and community involvement. This study responds to that gap by examining teacher performance as a multidimensional construct shaped by personal, professional, organizational, motivational, and technological factors. Guided by Herzberg’s Motivation Theory, Bandura’s Social Cognitive Theory, and Danielson’s Framework for Teaching, the research used a mixed-methods design involving teachers from the Davao Region through surveys and in-depth interviews. Data were analyzed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and thematic analysis to strengthen the interpretation of results. Findings confirmed several core dimensions of teacher performance, including Personal Growth and Professional Development, Empowering Student Growth, and Strategizing Effective Teaching. Technological proficiency also emerged as an essential component of teaching in the post-pandemic era. The CFA further supported a reliable two-dimensional model of teacher performance, showing that teaching is influenced not only by individual skills and commitment but also by school culture, leadership, and available resources. The study emphasizes that supportive environments—those that encourage collaboration, motivation, and continuous learning—play a vital role in helping teachers thrive. This research offers a validated framework that can guide teacher evaluation, professional development, and education policy aligned with the PPST and the MATATAG Curriculum. It advocates for a shift from traditional, limited evaluation systems toward more holistic, evidence-based approaches that capture the real depth and complexity of teachers’ work.
SDG #4: Quality Education
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DOI: http://dx.doi.org/10.46827/ejsss.v11i5.2097
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