Teachers' Competencies and Academic Performance of Intermediate Grade Pupils in English: Basis for Instructional Supervision Plan

AUTHOR(S)

MARIJOY L. GUCELA

ABSTRACT

One of the primary objectives of contemporary pre-service and in-service training for teachers is to enhance their competencies, which plays a crucial role in students’ academic achievement, according to the Department of Education. Teacher competencies encompass a range of factors, including teaching effectiveness, recognition and awards, engagement in professional organizations, scholarly abilities, creative productivity, and contributions to both university and community service. Students interact with a diverse array of teachers each day, and the varying levels of teaching competency directly influence student learning outcomes. It is essential for teachers to reflect on their own competency levels to understand how their teaching practices impact student learning. As the Master Teacher, the researcher is tasked with assessing these competencies to inform the design of targeted mentoring activities tailored to meet teachers’ specific needs, ultimately enhancing the academic performance of intermediate grade learners. This study revealed that teachers demonstrated exceptionally high levels of competency in mastery of subject matter, teaching skills, classroom management, and evaluation techniques. Correspondingly, the academic performance of intermediate grade pupils in English was found to be very satisfactory. Furthermore, the data indicated a significant relationship between teachers’ competencies and the academic performance of their students in English. Thus, when teachers exhibit both high competency and dedication, it leads to improved learning outcomes for students. Keywords —Teacher’ Competencies, Academic Performance, Intermediate Grade Pupils, English, Instructional Supervision Plan