Instructional Competencies of Grade Six Teachers in Relation to Pupils' Performance in Science at San Juan East District, Division of Batangas: Basis for a Proposed Action Plan

Abstract

INTRODUCTION

In this study, the researcher provided important inputs in improving the competencies of teachers not only for their professional development but especially in improving the performance of pupils in Science and the performance of the school as a whole.

METHODS

In assessing the instructional competencies of grade six Science teachers, the researcher utilized quantitative research. A brief explanation may serve to put each one in a proper perspective. The description of different aspects of the instructional competencies and academic performance of pupils in Science were the primary tasks of this study. The data gathered were carefully analyzed and interpreted. To determine the academic performance of Grade six pupils in Science during their second grading period, the researcher analyzed their average grade using a rating scale.

RESULTS

The competencies of teachers are very competent as perceived by respondents with respect to the different aspects. The academic performance of the pupils revealed that most of the pupils got a fairly satisfactory rating. There is no significant correlation between academic performance and assessment of pupils on instructional competencies of teachers with respect to Mastery of Subject Teaching Skills, Classroom Management, and Evaluations Skills.A significant correlation was seen between the assessment of pupils on instructional competencies of teachers with respect to ICT and academic performance in Science. The Key Result Area which identified skills that need improvement among grade six teachers, encourages the researcher to devise an action plan that harnesses their teaching strategies.

DISCUSSIONS

The result demonstrates the need to enhance teachers' instructional skills. This will surely help teachers in taking their roles confidently by enhancing the teaching competencies in the classroom. In that sense, there is an urgent need to steer our effort towards the implementation of intervention strategies to enhance teaching competencies in all levels.