Graduate thesis (Master of Arts in Education Major in Administration and Supervision) -- Foundation University, 2015.

Includes bibliographical references and appendices.

ABSTRACT
The study aimed to determine the teachers' self-concept and how it
relates to their job performance. The descriptive-correlational design was used in
this study. The researcher utilized percentage, mean u, weighted mean u and
Pearson r.
The study revealed that majority of the teachers are female and most of
them have been in the service for more than a decade. The job performance
rating of the teachers based on Performance Evaluation System (PES) rating is
"very satisfactory"
The study also found out that the self-concept of the teachers in the area
of verbal communication, written communication, productivity, accuracy, volume,
timeliness, and self-management is "very high.
Moreover, the study identified that there is a negative relationship between
the following areas of self- concept and their job performance rating: written
communication, self-management, and productivity. This means that the lower
the job performance rating of the teachers, the more that they need to improve
their skills in written communication, self-management, and productivity.
The researcher has the following recommendation:
Since the relationship between the self-concept of the teachers in three
areas (written communication, self-management, and productivity) and their job
performance rating is negative, the teachers who already obtained high ratings
from the previous years should continue and sustain to improve their skills
particularly in written communication, self-management, and productivity.