A Systematic Review on the Factors Affecting Teacher’s Job Performance: Comparative Analysis between the Philippines and the United States of America (2015-2025)

Abstract

This systematic review analyzed empirical studies (2015–2025) on the major factors influencing teachers’ job performance in the Philippines and the United States, focusing on leadership, organizational climate, professional development, and cultural adaptation. Across fifty peer-reviewed studies, findings consistently identified leadership as the strongest predictor of job performance, with positive correlations (r/β=.45-.67 PH; .50-.60 US). In the Philippines, transformational and democratic leadership foster collaboration and motivation, while in the U.S., instructional leadership with feedback and coaching enhances performance outcomes. Teacher competence and self-efficacy act as mediators (r/β=.48-.58 PH; .40-.50 US), indicating that confidence transforms leadership influence into measurable results. Organizational climate showed contrasting patterns: supportive environments in the Philippines (r = .50-.55) improved engagement, whereas high accountability stress in the U.S. (β = -.29) decreased satisfaction and retention. Both contexts affirm the critical role of professional development and cultural responsiveness in sustaining motivation and teacher growth. Framework comparisons revealed that the Philippine Professional Standards for Teachers (PPST) emphasize reflective and developmental growth, while the U.S. model values data-based accountability and performance metrics. Despite philosophical contrasts, both systems aim to improve instructional quality. The evidence suggests that combining the PPST’s mentorship-driven framework with the U.S. accountability model can create a balanced system where growth and measurable performance coexist, underscoring that effective leadership, empowerment, and supportive school cultures remain universal foundations for sustaining teacher excellence.