Joe-Ann Pamittan, Jamaica Favor
ABSTRACT
This study investigated the relationship between teachers’ instructional style and teaching performance in the Tuao East District, Schools Division of Cagayan, during the 2025–2026 academic year. A mixed-methods research approach was employed, combining a descriptive–correlational design for the quantitative component and thematic analysis for the qualitative component. Total enumeration sampling was used, involving 45 elementary teachers from five public elementary schools. Data were gathered through a structured questionnaire adapted from the Grasha–Riechmann Teaching Styles Framework and the Department of Education’s Results-Based Performance Management System (RPMS). Quantitative data were analyzed using frequency, percentage, mean, t-test, analysis of variance, and Pearson product–moment correlation coefficient, while qualitative data were analyzed thematically. Results revealed that teachers demonstrated a very high level of instructional style across lecture-based, demonstrator, facilitator, delegator, Socratic, and hybrid or blended approaches. Teachers likewise exhibited a very high level of teaching performance across all RPMS domains. Correlation analysis showed that instructional style was positively and significantly related to teaching performance across all domains, indicating that higher levels of instructional style application are associated with stronger teaching performance. Qualitative findings identified key challenges affecting instructional practice, including limited time for professional development, resource constraints, varied levels of teacher readiness, resistance to change, limited community and stakeholder engagement, and difficulties in monitoring and evaluation. These findings highlight the importance of sustained professional development, adequate resource support, and strengthened school systems to enhance instructional practices. The study provides empirical evidence that instructional style is a critical factor in teaching performance and may serve as a basis for developing targeted action plans to improve teaching quality and student learning outcomes.
Keywords: Instructional style, teaching performance, elementary teachers, mixed methods, RPMS
https://doi.org/10.57180/yoco68458