The study sought to determine the extent of training needs and level of teaching performance of public elementary school teachers in Hungduan District, Division of Ifugao. It also aimed to determine if significant differences exists on the extent of training needs and level of teaching performance using the profile of the respondents as modifier variable.

To achieve the above aims, a structured questionnaire was used to gather, analyze, and tabulate the data. The descriptive statistics was used to depict the demographic profile of the respondents, their extent of training needs and their academic performance, In determining the difference between the extent of training needs and academic performance of the respondents when grouped according to their profile, the Chi-square test and Analysis of variance (ANOVA) were used. The 0.05 probability level (level of significance) was the critical point of reference in the interpretation of data. Results and findings were presented in the narrative reportorial method portrayed in tabular forms.

This study was conducted in Hungduan District, Division of Ifugao. Fifty eight randomly chosen elementary school teachers of Hungduan District served as the respondents of the study. The study was conducted in December 2015 up to January 2016.

Results revealed that the respondents of this study possess sufficient personal and educational background which enables them to teach very satisfactorily.

The respondents need to enhance their capabilities especially on Action Research
Development, Instructional Materials Development, and Teaching/Instruction.

The respondents are performing their job as teachers very satisfactorily. Teachers handling multi-grade classes require more extensive trainings on teaching/instruction than those handling Grade 1 due to the nature of their work and the challenges they encounter in handling various grade levels. Teachers who have been teaching for 11-20 years need more training on modern and updated classroom management that are effective and appropriate to the trend of the present generation than those who have rendered services for 1-10 years whose learning on classroom management are still relevant and applicable.

The teaching performances of those who are Master Teacher I are much higher than those holding the position of Teacher III.
 

Thesis (Master of Education - Educational Administration)

Includes appendices and bibliographical references