Classroom performance is measured through classroom observation, both announced and unannounced. Ancillary functions are additional responsibilities other than the mandated teaching load mandated by the department manual. The study looked into classroom performance and ancillary functions among secondary school teachers in the 3rd district of Bohol. It also determined if a correlation exists between the two variables. It utilized the descriptive-normative method with a survey tool to gather data from administrators, coordinators, and faculty among selected secondary public and private schools in the 3rd congressional district, Bohol. Overall, there was a 440-sample size from a 505 population with a 1.68 margin of error at a 95 percent confidence interval. It used frequencies, percentages, weighted mean, and nonparametric statistical treatment utilizing Spearman Rho, Fisher’s Exact Test, Pearson’s Correlation Coefficient, and Paired Sample Test. Freidman Test of Difference. Findings revealed that the overall performance in announced observation was “Outstanding” while unannounced observations were rated “Satisfactory.” Results revealed that teachers were partially involved in ancillary functions. A significant correlation was found between each of the nine indicators of classroom performance and the level of ancillary functions. Hence, when the given indicators of classroom performance are leveled up, the teachers are more likely to be engaged in ancillary functions. Teacher respondents in private schools obtained higher ratings in unannounced classroom observations.
Relationship between Emotional Intelligence and Psychological Well-Being of Secondary School Teachers
