Abstract
This study assessed the relationship of teacher performance and school performance of public-School performance can be mostly attributed to teacher professionalism. With the vast challenges that underlie the teaching profession, it summons a new perspective in advancing the teacher’s context on professionalism while realizing its nature in building a person. Imbibing professionalism in practice should always be at par in the dispense of duties and responsibilities in the workplace. This study cultivated on the professional practice of teachers which are categorized into professional advancement, classroom management, instructional competency, human relationship, and professional accountability. This is a result of thorough review of literature in professionalism, and teacher’s practices and behavior in the field in crafting the criteria that identify those missing elements that contribute in the diminishing professional practice. A survey questionnaire was used to determine their professionalism level. To maximize the use of the gathered data, SPSS 20 descriptive statistics, ANOVA, and mean test were used for analysis. The results showed that the practice of professionalism is often observed. This study made teachers realize the indispensability of examining professional behavior and actions which dictates the direction and outcome of their performance which serve as a platform in attaining goals.
