THE TEACHING EFFICACY, MOTIVATION, AND PERFORMANCE OF SECONDARY SCHOOL TEACHERS AS BASIS FOR A DIFFERENTIATED SUPERVISORY PROGRAM

This study examined the teaching efficacy, motivation, and performance of secondary school teachers in Quirino District, Quirino, Isabela, as basis for a differentiated supervisory program across the secondary schools in the district studied. Using a quantitative descriptive-correlational design, the study involved 93 teachers from five public secondary schools through total enumeration. Data were gathered using survey questionnaires and were analyzed through frequency and percentage distribution, weighted mean, chi-square test, and Pearson r. Findings revealed that the respondents came from varied fields of specialization, had differing years of teaching experience, generally carried the required teaching loads, mostly lived within 1 to 5 kilometers from school, and were moderately competent in ICT. Teachers were found to be highly efficacious in terms of student engagement, instructional strategies, and classroom management. Their level of motivation was moderate, while their performance for the last two school years was generally rated very satisfactory to outstanding. Statistical results showed no significant relationship between teachers’ profile and their teaching efficacy, motivation, and performance, except for distance of residence, which was significantly related to instructional strategies. Likewise, no significant relationship was found among teaching efficacy, motivation, and performance. The study concluded that although teachers demonstrated high efficacy and satisfactory performance, these were generally independent of their profile variables. The findings highlight the need for continuous upskilling and reskilling, improvement of ICT competence, equitable distribution of teaching loads, and stronger supervisory support. Based on the results, a differentiated supervisory program was proposed to enhance teachers’ professional growth and instructional effectiveness.