Technical Assistance and Perceived Performance of Teachers: Basis for Proposed Targeted Support Plan

Abstract

This study determined the relationship between technical assistance and the perceived performance of public senior high school teachers serving as a foundation for targeted support plan. This study employed descriptive-correlational and comparative methods of research. The respondents of the study were the 122 senior high school teachers from selected schools of First District of Oriental Mindoro; a self-made questionnaire was utilized. The study revealed that teachers perceived the extent of coaching, guiding, and especially empowering as being implemented to a high extent, with empowering receiving the highest rating. Teacher performance was generally rated at a very high level in areas such as content knowledge, pedagogy, and learning environment, while other domains like curriculum planning and professional development were rated at a high level. Among the technical assistance strategies, empowering showed the strongest and most significant relationship with teaching performance, particularly in managing diverse learners and curriculum planning. The study concluded that empowering strategies are the most effective in boosting teacher autonomy and confidence, and emphasized the need for a balanced application of all support types. It recommended sustained support through training, collaborative professional development planning, personalized coaching, flexible assistance strategies, and the use of the support plan as a practical tool for continuous improvement.