Teachers Instructional Quality and Learners Academic Performance

Abstract

The quality of instruction is a vital factor influencing students’ academic achievement, as teachers’ pedagogical skills, interaction within the classroom, and adherence to their teaching responsibilities significantly impact learning results. This research assessed the instructional quality of teachers and their performance ratings to design a training program aimed at enhancing students’ academic success. A descriptive–correlational research methodology was utilized. Data were gathered from elementary educators through a self-administered survey that addressed instructional task performance and perceived instructional quality, while teaching performance data came from official performance evaluations. Experts validated the content of the instrument, and reliability testing was conducted to confirm internal consistency. The data analysis involved frequency, percentage, mean, standard deviation, and Pearson correlation coefficient to explore the distribution and relationships among the variables. The results indicated that teachers exhibited very high levels of instructional task performance in the classroom.