EXTENT OF INFLUENCING FACTORS AND CHALLENGES AFFECTING THE TEACHING PERFORMANCE OF GRADE 3 TEACHERS IN NAGTIPUNAN NORTH DISTRICT

This study explored the elements and obstacles impacting the teaching effectiveness of Grade 3 educators in the Nagtipunan North District. It specifically outlined the demographic characteristics of the participants, assessed the degree to which various factors influenced teachers' performance, identified the challenges faced by educators, and analyzed notable differences in influencing factors based on selected demographic traits. Utilizing a descriptive-comparative research approach, the study involved 35 Grade 3 teachers chosen through total enumeration sampling. Data collection was conducted using a researcher-created, validated questionnaire, and analysis was performed using frequency counts, percentages, weighted mean, standard deviation, independent samples t-test, and one-way ANOVA. Results indicated that the majority of participants were female, married, experienced professionals, and actively pursuing ongoing professional development. Overall, the influencing factors were deemed effective, with administrator support, teacher competence, student engagement, instructional tools, and physical facilities positively impacting teachers' performance, while support from parents and the community was moderately effective. The challenges faced by teachers were generally considered slightly serious, with issues related to parents, students, and instructional resources being the most prominent. Significant differences in influencing factors were noted based on highest educational attainment, recent performance rating, and years of service, while no significant differences were found concerning sex, marital status, and position. The study concluded that enhancing professional development, improving instructional resources, and fostering collaboration among schools, parents, and communities are crucial for further enhancing teachers' instructional effectiveness. These findings could inform the development of school-based interventions and policies aimed at supporting teacher development and elevating the quality of elementary education