This study was conducted to determine the general teaching performance level of Central School teachers in the Division of Quirino and identify factors that correlate with it.

Specifically, the study sought to determine the following the personal-professional profile of the Central School teachers in the Division of Quirino, the general teaching performance rating of the Central School teachers in the Division of Quirino, whether there is a significant difference in the teaching performance ratings of Central School teachers when grouped according to some selected personal-professional variables, the relationship between teaching performance ratings of Central School teachers and job-related variables, and, to ascertain problems that need to be addressed in order to enhance teacher performance.

This study was conducted among 115 randomly selected Central School teachers from the seven (7) Central Schools in the Division of Quirino.

The statistical tools used include descriptive statistics in the form of frequency distribution, percentage and mean for the presentation of data on personal-professional characteristics of respondents, and the rating scores given for every job-related variable F-test and t-test were used to test whether there were significant differences in theteaching performance ratings of teachers when grouped according to personal-professional variables while simple and multiple correlation analysis were utilized to determine the relationship between performance rating and job-related variables

The study established that the general performance rating of Central School teachers in the Division of Quirino was on the "Very Satisfactory" level.

Results of the study showed that there was no significant difference in the performance ratings of Central School teachers when grouped according to age, gender, civil status, number of children and length of service. On the other hand, it was found out that the teachers' performance ratings differed significantly when grouped according to educational attainment, teaching rank, and number of trainings attended.

When the job-related variables were tested, only the motivation factors, degree of exposure to supervision, use of appropriate teaching materials and community-teacher relations were found to have a significant relationship with performance rating

When the job-related variables such as the motivation factors, degree of exposure

to supervision, interpersonal relations, community-teacher relations adequacy of teaching materials and use of appropriate teaching materials were tested for correlation with performance rating, it was found out that all the job-related variables have significant relationship with the performance ratings of the Central School teachers

Results of this study further revealed that the three main problems that confront Central School teachers were too many extra and co-curricular activities, insufficient number of textbooks, references and periodicals and extra and co-curricular activities are expensive and require personal expenses.

Thesis (Master of Education - Educational Administration)

Includes appendices and bibliographical references.