ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined the relationship between teachers’ goal-setting practices and their teaching performance at a selected secondary school in the Division of Cagayan, Philippines. Specifically, it determined the extent of teachers’ goal-setting practices in terms of clarity, specificity, measurability, and frequency of goal monitoring, as well as their level of teaching performance based on Individual Performance Commitment and Review Form (IPCRF) ratings. A descriptive–correlational research design was employed, with 33 Junior High School and Senior High School teachers serving as respondents. Data were collected using a researcher-made questionnaire and were analyzed using descriptive statistics and Pearson Product-Moment Correlation Coefficient (r). The findings revealed that teachers demonstrated a high level of goalsetting practices, with an overall mean of 3.18, indicating that they consistently apply goal-setting strategies in their instructional practices. In terms of teaching performance, the results showed an outstanding level, with an overall mean of 4.56, where all teachers were rated as outstanding based on IPCRF results. Furthermore, the study found a moderate positive and statistically significant relationship between teachers’ goal-setting practices and their teaching performance (r = 0.463, p < 0.05), suggesting that improved goal-setting practices are associated with better teaching performance. The study concludes that effective goal-setting practices contribute to enhanced teaching performance and highlights the importance of strengthening teachers’ skills in developing clear, specific, and measurable goals. It is recommended that schools provide continuous professional development programs focusing on goal-setting strategies to further improve instructional effectiveness and sustain high levels of teacher performance. Keywords: goal-setting practices, teaching performance, IPCRF, teachers