Correlation between Teachers’ Qualifications and Teaching Performance

The study investigated the extent to which teachers’ qualifications relate teacher’s performances among faculty members in one of the Universities in Cagayan de Oro. Descriptive design was employed to analyze the profiles of faculty members regarding their positions, length of service, educational qualifications, seminars attended, memberships in professional organizations, and levels of participation in those organizations and to assess the level of teaching performance as evaluated by the dean, chairperson, and students. To determine the relationship between teaching performance and teachers’ profile, a correlational design was utilized. Random sampling was used to identify the population from the fourteen (14) colleges, including the Basic Education department, resulting in the selection of sixty-seven (67) faculty members to participate in the study. Data collected were analyzed using frequency, percentage, mean, and Pearson product. All research questions were tested at a 0.05 level of significance. The findings of the study showed that teachers’ qualifications have a significant relationship to teaching performance. Based on the findings, it is recommended that the University continuously organize seminars/workshops for faculty members to foster and sustain teacher effectiveness and ensure that faculty members employ and possess the necessary skills and competencies to teach.