ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— Teaching performance was widely acknowledged as a critical factor influencing student achievement and educational quality. While teacher happiness has traditionally been associated with enhanced motivation and instructional efficacy, recent research suggests that the relationship between happiness and teaching performance is neither linear nor universally applicable. This study addressed a significant gap in the literature by investigating the direct relationship between the happiness index and teaching performance among science teachers. Specifically, it examined whether dimensions of happiness, such as personal well-being, work-life balance, self-control, resilience, commitment, and motivation, correlated with observable teaching performance metrics in the science education context. Employing a descriptive-correlational research design, the study analyzed data from a representative sample of science teachers to assess the impact of each component of the Happiness Index on various indicators of teaching effectiveness. The findings aimed to clarify the extent to which teacher happiness serves as a predictor of instructional performance, offering evidence-based insights for policymakers, school leaders, and educators. The results informed strategic interventions to improve educational outcomes, either by reinforcing teacher well-being initiatives or by redirecting focus toward structural and professional supports. Ultimately, this research contributed to a more nuanced understanding of how emotional and background factors interacted to shape science teaching performance. Keywords — Teaching performance among science teachers, descriptive-correlational design, teachers, DepEd Davao City Division.