Teachers' Instructional Competence and Classroom Management Skill: Bases for Enhancement

Abstract

This study examined the instructional competence and classroom management skills of Senior High School (SHS) teachers in the Schools Division of Iloilo, Philippines, for School Year 2024–2025, aiming to inform enhancement efforts. Using a descriptive-correlational design with a quantitative approach, the study surveyed 300 SHS teachers through a validated and reliable questionnaire. It employed both descriptive and inferential statistics—such as frequency, percentage, mean, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s rho—to analyze the data.
The results showed that SHS teachers in Iloilo demonstrated very high levels of instructional competence and classroom management skills. Instructional competence was most prominent in student engagement, while classroom management excelled in discipline and teacher-student relationships. The study found significant differences in instructional competence only when teachers were grouped by educational attainment. In contrast, classroom management skills varied significantly across educational attainment, subject group, and specialization. A strong positive correlation existed between instructional competence and classroom management skills.
The study concludes that SHS teachers exhibit strong instructional and classroom management abilities but recommend improvements in engaging disengaged learners and managing time effectively. Educational attainment plays a significant role in both competencies and classroom management, highlighting the need for advanced academic preparation. Based on these findings, a targeted professional development program is recommended, focusing on differentiated strategies for learner engagement, adaptive teaching, and time management, tailored to teachers' qualifications and subject specializations.