Abstract
This study was to discover or establish the existence of a relationship/ association/ interdependence between two or more aspects of a situation. The purpose of this study was to look into the professional attributes contributory to teaching excellence in The Sto. Niño Formation and Science School. The key participants in this study the 69 teachers currently employed in The Sto. Niño Formation and Science School in Rosario, Batangas. Teachers were invited to participate regardless of factors. Participations were voluntary, and measures were taken to protect teacher confidentiality and privacy. The goal was to obtain representatives that reflected the diversity of the teaching workforce in order to gather rich data that can inform an understanding of teachers’ experiences, perceptions and needs from their own perspectives. The researchers utilized a descriptive-correlational research design for this study. The 69 teachers in Sto. Niño Formation and Science School in Rosario, Batangas who answered the survey with a set of questions. With the Close-Ended Likert Scale Questions. The adaptability, patience, communication, creativity, leadership, time management, planning and preparation, classroom environment and instruction and professional responsibilities. Furthermore, teachers should continue to focus on enhancing their adaptability skills to effectively navigate changes in curriculum or school policies. Professional development opportunities can help educators stay flexible and responsive to evolving educational requirements and shifts in the educational landscape. Overall, it aims to support teachers in developing their professional attributes and improving their level of teaching performance. By focusing on these competencies, teachers can better meet the needs of their students and create more effective and equitable learning environments.
