Correlation Study of Teaching Competencies of Multi-Grade Teachers and Classroom Performance of Elementary School Students

The correlational study investigated the relationship between the teaching competencies of multi-grade teachers and the classroom performance of elementary school students. The study explored key pedagogical competencies, including lesson planning, assessment practices, instructional strategies, and the use of technology. The primary objective was to find out the extent to which these teaching competencies relate to student performance in multi-grade classroom settings. The population consisted of 456 trained multi-grade teachers across 56 union councils. From this population, 10 union councils with both male and female elementary school teachers who received pedagogical training during the 2023–2024 session were selected. A total of 133 teachers (72 male and 61 female) were randomly sampled for data collection. Employing quantitative correlational research design, data was gathered through a self-developed, structured questionnaire, which was pilot-tested and validated. The instrument demonstrated strong internal consistency with a Cronbach’s alpha of .865. Data was analyzed using SPSS version 21, applying Pearson’s correlation (2-tailed significance). The results indicated statistically significant positive correlations between all measured teaching competencies and classroom performance, with assessment practices and lesson planning showing the strongest relationships. The findings underscore the critical role of teaching competencies in enhancing student engagement and academic performance, particularly in complex, multi-grade learning environments