Teachers’ Competencies, Digital-Based Teaching Strategies, Teaching Quality And Instructional Performance Among Key Stage 2 Teachers

AUTHOR(S)

Hernor M. De Asis

ABSTRACT

—— The increasing integration of digital technologies in Philippine basic education has heightened the need to understand how teachers’ competencies, digital-based teaching strategies, and teaching quality influence instructional performance, particularly at the Key Stage 2 level. This study examined the relationships among these variables and determined the extent to which teachers’ competencies and digital pedagogical practices contribute to instructional performance. Using a descriptive-correlational design, the study involved 191 Key Stage 2 teachers from the Schools Division of San Carlos City for the school year 2025–2026. A researcher-modified survey instrument, pilot-tested for reliability, gathered data on teachers’ competencies, implementation of digital-based teaching strategies, perceived teaching quality, and IPCRF/OPCRF-based instructional performance. Descriptive statistics, Pearson correlation, and multiple regression analyses were applied. Results revealed that teachers demonstrated high levels of competencies and teaching quality, a high extent of digital-based strategy implementation, and very satisfactory instructional performance. Significant positive relationships were found among all major variables, indicating that higher competence is associated with stronger digital strategy use, enhanced teaching quality, and better instructional performance. Regression analysis showed that teaching quality was the strongest predictor of instructional performance, followed by teachers’ competencies and digital-based strategies. These findings suggest that teachers who are digitally competent, pedagogically prepared, and instructionally skilled achieve stronger performance outcomes. The study concludes that digital competence and high-quality teaching practices are essential drivers of effective instruction in the elementary context. It recommends sustained professional development, targeted digital pedagogy training, and strengthened instructional support systems to enhance teachers’ performance and learning outcomes among Key Stage 2 learners. Keywords: Teachers’ competencies, digital-based teaching strategies, teaching quality, instructional performance, Key Stage 2 teachers