TEACHERS’ SELF-CONCEPT, TASK PERCEPTION, AND JOB PERFORMANCE

This study focused on the teachers’ levels of self-concept, task perception, and job performance in the selected public high schools with at least a population of 50 teachers in District III, Division of Negros Occidental during the School Year 2015–2016. The sample size of 214 respondents was determined using the Yamane’s Formula. This study utilized both self-made and standardized questionnaire in gathering the data.  The validity rating is 4.75. The reliability rating is 0.777. Computations were processed through the SPSS. The statistical tools that were used using the SPSS were frequency count and percentage rating, the mean, the Mann Whitney U and the Spearman Rho. Based on the gathered data, the following are results of the study. It was found out that the respondents’ levels of self-concept when grouped according to age, sex, civil status, average family monthly income, and educational attainment were very high. The result of the respondents’ levels of task perception when grouped according to age, sex, civil status, average family monthly income, and educational attainment, the result were very high. Moreover, the respondents’ level of job performance when grouped according to age, sex, civil status, average family monthly income, and educational attainment, showed high results. Lastly, there was a significant relationship between the respondents’ levels of self-concept and task perception. On the contrary, there were no significant relationships between the respondents’ levels of self-concept and job performance, and task perception and job performance.

Keywords: Self-concept, Task Performance, Job Performance.

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