The Experiences and Performance of Public Elementary Teachers in the Post-Pandemic Era: A Correlation

This study investigates the experiences and performance of public elementary teachers in the post-pandemic era. Specifically, it examined their personal, professional, and social experiences and performance after the pandemic. This quantitative study used cluster sampling and was conducted face-to-face and online surveys with 105 teachers from New Bataan, Davao de Oro. Survey instruments were used to assess teachers' personal, professional, and social experiences, as well as their performance in the post-pandemic era.  The findings reveal that teachers reported moderate agreement with their personal and professional experiences in the post-pandemic era, highlighting issues such as overcoming trauma, concerns about family health, and adjustments to lifestyle changes.  However, there was no significant correlation between years of service and teachers' performance ratings, suggesting that tenure alone does not predict performance outcomes. Likewise, there was no significant relationship between teachers' experiences and their performance ratings during the post-pandemic era. The study recommends that students view post-pandemic as an opportunity and that teachers develop their teaching skills by integrating technology. Furthermore, they must support teachers’ well-being, enhance teaching effectiveness, and foster a positive and supportive school environment in the post-pandemic educational setting, consider teachers with mental and emotional health, and prioritize teaching instructions that will help them face the post-pandemic challenges.