Abstract
This study aimed to determine the level of workplace challenges and the teaching performance of Araling Panlipunan (AP) teachers in District X, Division of Malaybalay City, for the School Year 2024–2025. Specifically, it examined the challenges faced by AP teachers in terms of their workplace environment, relationships with superiors, professional interactions with coworkers, and school-community relations. It also examined the level of teaching performance based on the Individual Performance Commitment and Review Form (IPCRF) and investigated whether a significant relationship exists between workplace challenges and teaching performance. Using a descriptive-correlational research design, the study involved 92 purposively selected AP teachers from nine public elementary schools. A researcher-made, expert-validated questionnaire was used to gather data. The instrument's reliability was confirmed through pilot testing, yielding a Cronbach's alpha of 0.812. Data were analyzed using descriptive statistics and Pearson correlation analysis. Findings revealed that workplace challenges were "very seldom encountered," with school-community relations posing the least difficulty. In terms of teaching performance, 54.35% of the respondents were rated as "Very Satisfactory," and 42.39% were rated as "Outstanding." The statistical analysis showed no significant relationship between the level of challenges experienced and teaching performance, indicating that despite occasional difficulties, AP teachers were still able to perform effectively. The study concludes that while AP teachers encounter minimal workplace challenges, these do not significantly impact their performance. It recommends sustained support, targeted in-service training, and development initiatives to further enhance instructional delivery and professional growth among AP educators.
