Teacher Credential Matter: Unraveling the Link Between Educator’s Qualification and Student’s Academic Achievement at Central National High School

Abstract

This action research investigated the relationship between teacher qualifications and students’ academic achievement at Central National High School in Occidental Mindoro. The study focused on evaluating how specific teacher-related variables—such as age, length of service, licensure examination rating, educational attainment, IPCRF rating, and coordinatorship—affect the academic performance of Grade 12 students. Utilizing a mixed-methods approach, data were collected through surveys, document analysis, classroom observations, and focus group discussions involving 20 teachers and 30 students. The Teacher Qualification and Instructional Effectiveness Enhancement Program (TQIEEP) was implemented as the core intervention, featuring performance assessments, professional development sessions, and student performance monitoring.

Findings revealed significant correlations and differences between students’ academic achievement and teacher variables such as length of service, licensure ratings, and IPCRF scores, while variables like age, educational attainment, and coordinator role showed no significant influence. These results underscore the importance of performance-based qualifications in influencing student outcomes. The study recommends strategic, data-informed professional development programs focused on teaching effectiveness, instructional quality, and evidence-based policies aligned with DepEd’s Basic Education Development Plan. The intervention serves as a scalable model for improving teacher competencies and enhancing academic outcomes in public secondary schools.