Instructional Competence of Teachers in Relation to Learners' Academic Performance

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. The general purpose of this study was to assess the level of instructional competence among teachers and its relationship to learner's academic performance in a Public Elementary School in a large size schools division in Central Philippines during the school year 2022-2023. The study sought to answer specific research questions related to the profile of the respondents, the level of instructional competence in teaching approaches, classroom management, and assessment practices, as well as the relationship between teachers' instructional competence and learner's academic performance. There were two hundred six (206) respondents, public elementary school teachers in a district. The findings revealed that most teachers in the Department of Education were younger with shorter length of service. In terms of instructional competence, teachers demonstrated a very high level of proficiency in teaching approaches and classroom management, while their rating for assessment practices was at a high level. Both younger and older teachers, as well as those with shorter and longer length of service, showed a very high level of competence in teaching practices and classroom management, with high ratings in assessment practices as well. The overall rating for learners' academic performance was satisfactory, indicating the need for further improvement. Data suggests, it is recommended to provide ongoing support and professional development opportunities for younger teachers with shorter length of service to ensure their continuous growth and effectiveness.

Keywords: Academic Performance, Instructional Competence of Teachers, Learners