This descriptive-correlational study aimed at determining the teaching performance of maritime educators and how it is influenced by their work motivation, assertiveness, teaching competence, and work related factors. The study was conducted during the school year 2005-2006 with 148 maritime educators of John B. Lacson Colleges Foundation System as respondents. Data gathering instruments used were the modified Motivation Questionnaire by Steers and Braustein, modified Assertiveness Questionnaire by Du Brin, a researcher made Teaching Competence Questionnaire, and JBLCF System Efficiency Rating Sheet. Mean and standard deviation were used as the descriptive statistics and the t-test for independent samples, One-Way Analysis of Variance, Multiple Regression Analysis, and Pearson’s r set at .05 alpha for two-tailed tests were used as inferential statistics. The findings revealed that the maritime educators were highly motivated by “achievement,” have “non-assertive” personality, “outstanding” in terms of their teaching competence, and “excellent” in their teaching performance. They differed significantly in their teaching performance when grouped according to educational attainment, subject area taught, number of hours teaching load, administrative load, and departmental affiliation; in their assertiveness when grouped according to number of years of teaching experience, and administrative load; in their teaching competence when grouped according to educational attainment. On the other hand, no significant difference existed in their teaching performance when grouped according to number of years of teaching experience, and plantilla rank; in their work motivation when grouped according to educational attainment, number of years of teaching experience, subject area taught, number of hours teaching load, administrative load, plantilla rank, and departmental affiliation; in their assertiveness when grouped according to educational attainment, subject area taught, number of hours teaching load, plantilla rank, and departmental affiliation; in their teaching competence when grouped according to number of years of teaching experience, subject area taught, number of hours teaching load, administrative load, plantilla rank, and departmental affiliation. Regression Analysis results revealed that educational attainment, number of hours teaching load, administrative load, and assertiveness were the significant predictors of their teaching performance. Finally, positive and not significant correlations existed between the maritime educators’ assertiveness and work motivation; between assertiveness and teaching performance; and between work motivation and teaching performance, thus it is recommended that school administrators should closely monitor the teaching performance of maritime educators and maintain their positive outlook in educating maritime students by taking into considerations the work related factors that contribute to their excellent teaching performance.
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