• JOSUA ARIZO RIVERO

This study investigated the influence of school culture on teacher performance and how teacher performance impacts student academic achievement in the Division of Masbate Province for the 2024-2025 school year. It focused on: (1) the level of school culture; (2) teacher performance along with PPST domains; (3) student academic achievement for the 2023-2024 school year; (4) the relationship between school culture, teacher performance, and student achievement; (5) the influence of school culture on teacher performance and of teacher performance on student achievement; and (6) the development of a strategic plan to improve school culture, teacher performance, and student achievement. The study used a descriptive-correlational method and statistical tools such as Pearson’s r and Coefficient of Determination. Results showed positive relationships and strong influences between school culture, teacher performance, and academic achievement. The study recommends a strategic plan focusing on professional development, data-driven instruction, and collaborative learning to enhance these areas.

School culture, teacher performance, academic achievement, strategic plan

"School Culture, Job Performance of Teachers, and Academic Achievement of Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.h292-h308, May-2025, Available :http://www.jetir.org/papers/JETIR2505827.pdf

"School Culture, Job Performance of Teachers, and Academic Achievement of Students", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. pph292-h308, May-2025, Available at : http://www.jetir.org/papers/JETIR2505827.pdf