Public Elementary School Teachers’ Pedagogical Competencies, Instructional Effectiveness and Performance: Effects to Learners’ Academic Achievement

AUTHOR(S)

AMIE D. SALVA REMCIL B. NERI

ABSTRACT

—— The quality of instruction delivered by public elementary school teachers plays a critical role in shaping learners’ academic achievement. This study investigated the pedagogical competencies, instructional effectiveness, and performance of teachers in three districts of Ubay, as well as their collective influence on learners’ academic achievement. Anchored on the premise that teacher-related factors significantly contribute to learning outcomes, the study also examined the demographic profile of teachers and the challenges they encounter in instructional delivery. A descriptive-correlational research design was employed involving 320 public elementary school teachers through total enumeration. A researcher-developed questionnaire measured five domains of pedagogical competencies and five dimensions of instructional effectiveness. Data were analyzed using descriptive statistics, tests of normality, Pearson correlation, and regression analysis to determine relational and predictive influences among variables. Teachers’ performance ratings (IPCRF) and learners’ academic achievement (first and second quarter grades) were retrieved as secondary data. Findings revealed that teachers demonstrated high pedagogical competencies, particularly in instructional planning and communication skills. Instructional effectiveness was also rated high, with strengths in learning delivery and learner engagement. Performance ratings were generally very satisfactory, while learners manifested satisfactory academic achievement. Significant relationships were found between profile variables and pedagogical competencies, instructional effectiveness, and teacher performance. Moreover, pedagogical competencies and instructional effectiveness were significantly associated with learners’ academic achievement. Teachers reported challenges such as limited technological resources, heavy workload, and difficulties addressing diverse learning needs. The results confirm that strong pedagogical competencies and effective instructional practices contribute to improved learner performance. Strengthening teacher support systems, enhancing professional development, and addressing instructional challenges are essential for sustaining learning continuity and improving academic outcomes. Keywords — Pedagogical Competencies, Instructional Effectiveness, Teacher Performance, Academic Achievement, Public Elementary Schools