TAF PUBLISHING

Twenty-first-century education requires wide-ranging knowledge and skills of teachers critically important to school's success. The value of soft skills becomes a trend. However, there has not been any study conducted on the soft skills proficiency level of the teachers and school performance in Sultan Kudarat. For this reason, the study aimed to determine teachers' soft skills proficiency level and school performance of selected schools in the Division of Sultan Kudarat. It also provided discussions on the relationship between teachers' soft skills proficiency level and school performance. A descriptive-correlation research method was used in this study: a descriptive research study aimed to determine the teachers' soft skills proficiency level and their school performance. Moreover, a correlational analysis was done to determine a significant relationship between teachers' soft skills proficiency level and their school performance. The researcher used a modified questionnaire, interview, and documentary analysis of the records taken from each school. The primary respondents of this study were the one hundred sixteen (116) teachers of Esperanza Central School, Kalawag Central School, and Tamang Central School in the Division of Sultan Kudarat S.Y 2015-2016. The results showed that teachers have high soft skills proficiency level (M = 4.08). Schools also showed differences in the level of performance for three (3) years. The results also revealed a significant relationship between teachers' soft skills proficiency level and school performance. This indicates that high-level of soft skills proficiency tend to improve the school performance. The findings study may serve as a basis for teachers and administrators to efficiently integrate soft skills to support and enhance school performance. The study may also contribute to the growing body of knowledge about the relationship of teachers' soft skills to school performance.