This study examined the relationship between teachers’ personal profile, work ethics, and performance, including the academic achievement of the students, in select public elementary schools of Lower Calanasan, Apayao for the School Year 2024–2025. Using a descriptive-correlational research design, data ware gathered from 30 public elementary school teachers through a validated questionnaire on work ethics and complemented by official records of IPCRF ratings and learners’ General Weighted Averages (GWA). Descriptive statistics and Pearson correlation analysis were used to analyze the data. Findings revealed that the teachers possessed strong academic credentials, very high levels of work ethics, and outstanding performance ratings. Learners under their instruction generally performed at satisfactory to very satisfactory levels. However, the study found no statistically significant relationship between teacher performance and students’ academic achievement. Likewise, teachers’ work ethics did not show a significant association with either their own performance or that of their learners. The results underscore the multifactorial nature of student achievement, especially in rural and multigrade contexts, where external and systemic factors may dilute the direct impact of teacher-related variables. The study recommends targeted instructional support, context-sensitive evaluations, and sustained ethical development programs for teachers.
SANTA CARISSA DAGUIO (Fri,) studied this question.