Abstract
This study assessed the relationship of teacher performance and school performance of public elementary schools in District I-B of the Division of Antipolo City. The subject of the study was the elementary school teachers of District I-B of the Division of Antipolo City. The respondents were totally enumerated in order to come up with pertinent information that presents deeper assessment on the study. The study made use of descriptive correlational research utilizing the records on the performance of the school with respect to NAT in the last 5 years and the Questionnaire Checklist patterned from the National Competency Based Teacher Standard. It was revealed that they “highly performed” in terms of the Teaching- Learning Outcome in Instructional Competence, Professional and Personal Growth, and Punctuality and Attendance except for Punctuality and Attendance, in which, their competency-based only showed it as “performed”. It was also found out that the levels of performance of schools with respect to Teaching-Learning Outcome in Instructional Competence has significant relationship to the subject Mathematics. Additionally, the performance of the schools with respect to Plus Factor has significant relationship on the performance of the schools in terms of the subjects Mathematics and HEKASI.
