Public Elementary School Teachers’ Pedagogical Competence and Instructional Performance: Professional Development Plan

AUTHOR(S)

Jevelyn M. Lonzaga Yodelyn T. Sibuyan Mark Maris M. Villasan

ABSTRACT

—— This study determined the level of teachers’ pedagogical competence in relation to instructional performance among public elementary school teachers in Cluster X, Vallehermoso District, Schools Division of Guihulngan City during School Year 2025–2026. Specifically, it assessed teachers’ competence and IPCRF performance, examined their relationship, and used the findings as basis for a Professional Development Plan. Utilizing a descriptive–correlational design, the study involved 86 teachers who answered a researcher-made survey aligned with the Philippine Professional Standards for Teachers and DepEd Key Results Areas. Data were analyzed using frequency, percentage, mean, standard deviation, and Spearman rho for correlational testing. Results revealed that both the level of teachers’ pedagogical competence and instructional performance were high, indicating that teachers often demonstrated effective planning, instructional delivery, assessment practices, and pedagogical applications in the classroom. A significant relationship was found between pedagogical competence and instructional performance (ρ = .966, p = .000), suggesting that higher pedagogical competence corresponds to stronger instructional performance. Based on these findings, a Professional Development Plan was proposed to enhance teachers’ pedagogical practices, strengthen classroom performance, and address specific areas needing improvement, particularly in ICT integration and systematic assessment documentation. Keywords: Pedagogical competence, instructional performance, professional development, IPCRF, DepEd KRA