Effects Of School Environment on the Work Performance of Teachers

This study determined the extent of the effects of the school environment on the work performance of teachers in selected public elementary schools in Binangonan District, Division of Rizal, during the conduct of the study. Specifically, it examined the effects of administrative support, physical environment, collegial relationships, and pupil behavior on teachers’ work performance. Employing a descriptive survey research design, the study involved 256 public elementary school teachers from eight selected schools. A researcher-made questionnaire-checklist was utilized to gather data on the respondents’ profiles and their perceptions of the school environment, while documentary analysis of the latest Individual Performance Commitment and Review (IPCR) ratings was conducted to determine their level of work performance. The findings revealed that most respondents were 41–50 years old, female, married, Teacher I position holders, had 1–10 years of teaching experience, possessed master’s degree units, and had attended school-level in-service trainings. The school environment often affected teachers’ work performance across all four dimensions, while their overall work performance was rated Very Satisfactory, with a mean of 4.29. Significant differences in teachers’ perceptions were found when grouped according to age, civil status, and length of service, whereas no significant differences were observed in terms of sex, position title, educational attainment, and in-service trainings attended. Furthermore, administrative support, physical environment, and pupil behavior had no significant relationship with teachers’ work performance. However, collegial relationships demonstrated a significant relationship with their performance. The study concluded that although the school environment influences teachers’ professional experiences, collegial relationships are particularly associated with their work performance. It recommended strengthening administrative support, improving school facilities, promoting positive pupil behavior, fostering collaboration among teachers, and implementing an action plan to enhance the school environment and sustain teachers’ performance.