Teacher Performance and Pupil Academic Outcomes in Multi-Grade Classrooms: Evidence from Southern Conner District, Philippines

Abstract

In the academe, performance management motivates teachers to work well, helping them to advance their careers, fostering a culture of performance, choosing applicants for promotions, eliminating underachievers, and supporting the execution of organisational strategies. This paper assessed the relationship between the Performance Rating of Southern Conner District Multi-Grade Teachers and pupils' academic performance. A descriptive correlational method was used to examine the relationship between teacher performance and pupils’ academic performance in the 10 multi-grade schools of Southern Conner District. Pearson-r was used to compare the relationship between Individual Performance Commitment and Review (IPCR) rating and academic performance. It was revealed that the pupils’ Mean Performance Score (MPS) was very satisfactory, and an outstanding IPCR rating of the teachers. Statistically, it was shown that there was a significant relationship between teachers' IPCR rating and academic performance. With the difficulty experienced by multigrade teachers in handling diverse classes, the researcher recommends more teacher trainings and workshops on teaching diverse pupils, strict implementation of RPMS guidelines, more seminars and trainings on special education and educational continuity, and employment of strategies to foster camaraderie between parents and teachers to provide support and guidance.