World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp.165-174
ROSIELYN L. BARTOLAY , LPT
Osmeña National High School
Student of the College of Graduate Studies (MAED-HE)
Palompon Institute of Technology, Palompon, Leyte, Philippines
Abstract
This study compared the teaching performance of education and non-education graduate secondary teachers in Claveria South District. A descriptive survey design was employed, gathering data from 84 teachers via questionnaires, verified documents, and IPCRF ratings over three school years. The findings revealed that both groups had substantial educational attainment, with many teachers pursuing postgraduate studies. Teachers from both groups specialized primarily in core subjects such as English, Science, and Mathematics, regardless of their academic backgrounds. Additionally, most teachers had several years of teaching experience and actively participated in professional development activities. The analysis indicated that education degree holders consistently received higher IPCRF ratings, reflecting superior teaching performance. Statistical tests confirmed significant differences in performance between the two groups, suggesting that formal pedagogical training positively influenced teaching effectiveness. The study emphasized the importance of continuous professional development, regardless of a teacher's background. The findings underscore that enhancing teacher qualifications and providing robust support systems are essential for improving teaching quality and student outcomes in secondary education.
Keywords: teaching performance, education graduate teachers, non-education graduate teachers, professional development, IPCRF ratings, secondary education.
