Teachers Competence and Its Influence on their Learners Academic Performance: Basis for Teachers Training Enhancement

AUTHOR(S)

CHRISTINE DAWN G. HERMOSO

ABSTRACT

——— This study used descriptive and inferential analyses among senior high school teachers purposively chosen from secondary schools to examine the level of teachers’ competence along the seven domains of the PPST and its influence on learners’ academic performance. A validated researcher-made instrument was used to gather the data. Frequency count, mean, standard deviation, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s rho rank-order correlation were used to analyze using SPSS software. Results revealed that the level of teaching competence was very much competent regardless of sex, civil status, educational attainment, and teaching experience. Most domains were described as very competent except for the plus factor, which is much competent. A non-statistically significant difference existed in the level of teaching competence and learners’ academic performance as to demographic profiles emerged. Similarly, no significant influence or relationship existed between teachers’ level of competence and learners’ academic performance. Keywords — Teacher Competence, Influence, Academic Performance Teachers’ Training