Abstract
The study aimed to determine the competencies and work performance of grade one teachers in public elementary schools in Pililla Sub-Office during the 2024-2025 school year. The respondents of the study included the total population of grade one teachers and master teachers in the said schools. This consists of 36 grade one teachers and 24 master teachers. They were described in terms of their age, sex, civil status, educational attainment, position title, length of service, and in-service training attended. A descriptive survey research design was employed, utilizing a researcher-created questionnaire checklist as a tool for gathering the necessary data. The instrument determined the level of competencies of grade one teachers in the areas of classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity. Documentary analysis was applied, using the latest IPCR ratings of the grade one teachers as a basis for evaluating their level of work performance. The challenges encountered by grade one teachers were also identified. As perceived by grade one teachers, they are very competent in digital literacy and very Competent with respect to classroom management, adaptability and flexibility, collaboration and partnership, cultural awareness and sensitivity. As perceived by the master-teacher respondents, grade one teachers are much competent in all aspects. There is a significant difference between the perceptions of the two groups of respondents regarding the level of competencies of grade one teachers in terms of classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity. The level of work performance of the grade one teachers is Outstanding based on the results of their Individual Performance Commitment and Review. The level of competencies of grade one teachers, specifically in classroom management, digital literacy, adaptability and flexibility, collaboration and partnership, and cultural awareness and sensitivity, is significantly related to the level of their work performance. Grade one teachers seldom perceive challenges in the same way as master teachers do. The study revealed that Grade one teachers and master teachers have different views regarding the level of competencies of grade one teachers. The level of competencies of grade one teachers differs significantly when they are grouped according to the length of service and the in-service training they have attended. The personal attributes of master teachers are not contributory to their perceptions of the level of competencies of grade one teachers.
