Discipline: Mathematics, Education
This study determines the influence of teacher quality on students’ performance of the public secondary schools in the Division of Panabo City. Using a descriptive-correlation design, it
attempts to answer the following questions: 1) What is the level of academic performance of second year high school students in the Division of Panabo City in terms of teachers’ (a) performance evaluation, (b) content knowledge, (c) the kind of institution where they came from, (d) length of service, and (e) highest educational attainment?; 2) What is the percentage of the: (a) highly academically qualified second year high school mathematics teacher and (b) not highly qualified second yeah high school mathematics teacher?; and 3) Is there a significant relationship between the academic performance of second year high school students and teachers’ (a) performance evaluation, (b) content knowledge, (c) the kind of institution where they came from, (d) length of service, and (e) highest educational attainment?
The respondents of the study are the eighteen Math II teachers and 700 Math II high school students from the public schools of Panabo Division.
There is a significant relationship between students’ achievement test scores and teachers’ highest educational attainment. It implies that teachers with Bachelor’s degree only tend to have better performing students in the National Achievement Test. It was found that teacher educational attainment is inversely related to students’ achievement in English Grammar.
ISSN 2094-1722 (Print)
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