Relationship of Secondary Teachers’ Instructional Skills, Competencies and Teaching Performance

Abstract

This descriptive-correlational study examined the relationship between the instructional skills and competencies of secondary teachers and their performance, as reflected in their Individual Performance Commitment and Review Form (IPCRF) ratings. The study is significant to school administrators, teachers, students, parents, and the broader educational community, as it provides insights into how instructional practices impact teaching effectiveness. Specifically, it assessed teachers' competencies in performance planning and commitment, monitoring and coaching, performance evaluation and review, and rewards and development planning. Data collection was conducted through a structured questionnaire, with responses gathered via Google Forms for remote participants and through in-person visits for those accessible, adhering to health and safety protocols. Both descriptive and inferential statistical analyses were employed. Descriptive statistics—including frequency count, percentage, mean, and standard deviation—were used to summarize the socio-demographic profiles, instructional competencies, and performance ratings. Pearson’s r and one-way ANOVA were utilized to analyze correlations and differences among these variables.

Findings revealed that most respondents were experienced educators in Teacher III positions, holding master’s degrees. They employed a range of instructional strategies to enhance students’ higher-order thinking skills, collaborated with colleagues and parents to optimize learning, and implemented various assessment methods, such as summative and performance-based evaluations, to track student progress. Despite initial observation-related anxiety, they effectively managed their classrooms and demonstrated a willingness to integrate feedback for professional growth. Their commitment to continuous learning was evident in their pursuit of advanced studies, such as master’s and doctoral degrees. Teachers achieved very satisfactory IPCRF ratings. A positive correlation was identified between age, years of service, teaching position, and performance ratings, highlighting the role of experience and professional development in enhancing instructional effectiveness. These findings underscore the importance of continuous training and capacity-building initiatives to improve teaching quality and student learning outcomes.