Pedagogical Gaps and Teachers’ Performance in Public Secondary Schools

Andrea B. Rempillo and Daryl I. Quinito
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Andrea B. Rempillo: Mabini Colleges, Incorporated, Daet, Camarines Norte
Daryl I. Quinito: Region V – Bicol, Philippines

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 2, 611-620

Abstract: Newer instructional materials using latest technologies, and trainings are conducted to address problems and improve teachers’ performance as it serves as the integral part of students’ success, very little research exists on the main pedagogical gaps, challenges, and issues of public high school teachers which affect their performances. This study determined the dominant pedagogical gaps and its relation to the performance of secondary school teachers in Daet North and South Districts Public Secondary Schools in Camarines Norte. The study utilized a quantitative method using a descriptive-correlation research design through a purposive sampling approach. An adapted survey questionnaire from the Individual Performance, Commitment, and Review Form or IPCRF was used as a tool. Data was obtained from 58 respondents including the school heads, head teachers, and master teachers of 5 high schools of Daet district. The retrieved data were treated statistically using frequency count, percentage technique, weighted mean, and Somers’ Delta Correlation Coefficient (d). Findings revealed that in 3 KRAs of IPCRF, majority of teachers received the outstanding rating in their performance. Overall indicators in content knowledge and pedagogy, learning environment and diversity of learners and curriculum and planning area had an interpretation of “Never a Gap†. The performance rating of teachers using the results of their IPCRF lack a significant relationship between their pedagogical gaps except the gaps and performance rating on learning environment and diversity of learners’ level. The result suggests that as most public secondary school teachers obtained an outstanding performance in their IPCR, a sustainability plan in maintaining their excellent performance may be implemented and a training-workshop for public secondary school teachers may be conducted focusing on the educational setting and managing diverse learners and other teaching and learning issues that need more attention and improvement.

Date: 2025
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