Determinants of Teachers’ Performance Within School Systems: The Roles of Leadership, Curriculum, Community and Policy Structures

Abstract

This study examined the determinants of teachers’ performance within school systems, particularly the roles of school leadership, curriculum design, community involvement, and policy structures, as a basis for developing a Professional Development Enhancement Plan in Sogod District, Cebu. Anchored in Systems Theory and Self-Efficacy Theory, the study employed a mixed-methods design integrating quantitative and phenomenological approaches. The quantitative component involved 164 elementary and secondary teachers selected through random sampling and used an adapted survey questionnaire, while semi-structured interviews were conducted with 10 teachers for the qualitative component. Quantitative data were analyzed using percentage, weighted mean, and Pearson Product Correlation, whereas qualitative data were subjected to thematic analysis. Teachers reported high levels of agreement regarding school leadership (4.09), curriculum design (4.16), community involvement (4.18), and policy structures (4.05). Their self-evaluated performance was extremely high in content knowledge and pedagogy (4.25), diversity of learners and assessment and reporting (4.24), curriculum and planning (4.23), community linkages and professional engagement (4.31), and personal growth and professional development (4.28). Significant positive relationships were found between all school-system factors and self-evaluated professional performance, with correlations ranging from 0.69 to 0.80 and p-values of 0.00. Qualitative findings identified heavy workload and administrative demands, limited resources and technology, learner diversity and classroom-management difficulties, collaboration concerns, and time constraints as major challenges. The study recommends implementing the Professional Development Enhancement Plan and strengthening institutional and stakeholder support for teachers. The research aligns primarily with SDG 4, SDG 8, SDG 9, and SDG 17 through quality education, professional development, educational innovation, and partnerships. Its sustainability contribution centers on strengthening educational, institutional, technological, community, and socio-economic capacity for sustained teacher effectiveness and quality education.