Teaching Competence among Public Elementary School Teachers in Patikul District, Division of Sulu: An Assessment

Bilina Julain; Abdel Amilhamja

doi:10.62596/r1cnsh63

Authors

Bilina S. Julain School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Abdel J. Amilhamja School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/r1cnsh63

Keywords:

teaching competence, instructional delivery, classroom management, assessment and feedback, elementary teachers, Patikul District, Sulu

Abstract

This study examined the teaching competence of public elementary school teachers in Patikul District, Division of Sulu, with emphasis on instructional delivery, classroom management, and assessment and feedback. A descriptive–correlational research design was used, involving 100 teachers selected through purposive sampling during the School Year 2025–2026. Data were gathered using a validated questionnaire and analyzed through descriptive and inferential statistics, including frequency, percentage, weighted mean, standard deviation, t-test, one-way analysis of variance (ANOVA), and Pearson correlation. The findings show that teachers demonstrate a very high level of competence across all domains, with classroom management receiving the highest ratings and assessment and feedback the lowest among the three areas. No significant differences were found when respondents were grouped according to age, gender, civil status, and length of service. However, a significant difference emerged in the domain of assessment and feedback when grouped by educational attainment. Correlation results further indicate a significant relationship between classroom management and assessment and feedback, as well as a moderate association between instructional delivery and classroom management. In contrast, no significant relationship was observed between instructional delivery and assessment and feedback. Overall, the findings suggest that teaching competence functions as an interconnected system, emphasizing the importance of strengthening assessment practices within instructional processes to further improve teaching effectiveness.

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