Teachers’ Teaching Competencies in Relation to the Academic Performance of Grade 3 to Intermediate Elementary Pupils in Sampaloc District, Division of Quezon
DOI:
https://doi.org/10.5281/zenodo.22986667Keywords:
Teacher’s Teaching Competencies, Academic PerformanceAbstract
This study used a quantitative descriptive-correlational design to examine the teaching competencies of 66 public elementary school teachers and their relationship with the academic performance of 941 Grade 3–6 pupils in Sampaloc District, Division of Quezon, during School Year 2025–2026. Data were collected through a structured questionnaire and pupils’ academic records in English, Science, and Mathematics. The findings revealed that most teacher-respondents were 31–35 years old, female, bachelor’s degree holders, and had 6–10 years of teaching experience. Teachers demonstrated a Highly Proficient level of competency across Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, and Assessment and Reporting. Pupils attained a Very Satisfactory level of academic performance across grade levels and subject areas. No significant differences in teaching competencies were found based on age, sex, and length of service. However, educational attainment showed a significant difference. Correlation analysis revealed no significant relationship between teachers’ competencies and pupils’ academic performance. The study recommends sustaining professional development, pursuing advanced qualifications, strengthening instructional support, and addressing other factors affecting pupils’ achievement.
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