This study examines the interplay between teacher performance, the extent of globalization‑related challenges encountered, and the mitigation strategies implemented by developmental education teachers in the Catmon District. Drawing on data from 191 teachers sampled through stratified random sampling, the study integrates Individual Performance Commitment and Review Form (IPCRF) ratings across two consecutive school years (2023–2024 and 2024–2025) with teachers’ self‑reported experiences of pedagogical, technological, professional development, classroom management, and stakeholder‑engagement challenges. Findings reveal consistently high teacher performance (M = 4.25/5; SD = 0.238) despite moderate‑to‑high globalization pressures. Correlation analyses demonstrate strong positive associations between challenge levels and strategy implementation across multiple domains—particularly in technology integration (r = 0.352–0.369, p < .001), pedagogical innovation (r = 0.176–0.338), inclusive classroom management (r = 0.213–0.349), and community partnership initiatives (r = 0.151–0.293). Moreover, significant positive relationships between pedagogical challenges (r = 0.235, p = .001) and classroom management challenges (r = 0.176, p = .015) with IPCRF ratings suggest that higher‑performing teachers tend to perceive greater complexities, possibly reflecting deeper professional reflection, stronger instructional awareness, and heightened accountability. These results underscore the need for context‑responsive professional development, digital equity reforms, sustained community engagement frameworks, and the institutionalization of inclusive teaching practices to support teachers’ adaptive capacity in an increasingly globalized educational landscape.
