Abstract
This study examined the performance of teachers in the conduct of LAC in Performance in the LAC Implementation in their respective school and/or grade level. Likewise, it measures its relationship to the performance of teachers in the IPCRF comprising the four Key Result Areas (KRAs) during the school year 2021-2022 in the Quezon IV district, Division of Bukidnon. A total of 147 teachers from 9 barangays and 9 elementary schools were taken as participants of the study. The descriptive–quantitative method of research was utilized in treating the data to answer the specific problems posted in chapter one. Data gathered on the scores of performances in LAC implementation that relative to Content and Pedagogy, Relative to Learner Diversity and Student Inclusion, Relative to Curriculum Contextualization, Indigenization and Localization, Performance in the LAC Implementation Relative to Assessment and Reporting. Furthermore, it evaluated significant relationship between the teachers’ extent of performance in LAC implementation and the teacher’s Individual Performance and Review. The study found out that the LAC performance relative to Relative to Content and Pedagogy is 4.32 qualitatively describes High Extent of Implementation, Relative to Learner Diversity and Student Inclusion has 4.31, LAC implementation Performance Relative to Curriculum Contextualization, Indigenization and Localization has mean 4.26, LAC implementation Performance in the LAC Implementation Relative to Assessment and Reporting is 4.32 qualitatively describe very high extent of implementation. Relatively the LAC implementation is generally described high extent of implementation. The study also revealed that four key result areas on the performance of teachers has an equivalent adjectival rating of very satisfactory. The study finally found out that there was a strong significant relationship between the extent of LAC implementation, and the four key result area of the teachers’ performance.
