Instructional and Rational Competences of Teachers Towards Learners' Classroom Participation

The study sought to determine the relationship between teachers' perceived teaching practices in terms of rational and instructional competence and learners' academic achievements at Opol Elementary School in the Division of Misamis Oriental for the School Year 2024-2025. A descriptive-correlational research method was utilized, and the Statistical tools used in the study included frequency to determine the level of respondents' academic achievement. The mean value is used to determine the extent of perceived teachers' teaching practices in terms of rational and instructional competence. Pearson's r was used to assess the significant relationship between learners' academic achievement and respondents' perceived teachers' teaching practices in terms of rational and instructional competence. In summary, it was found that teachers promote teamwork and collaboration among learners in the classroom. They are very competent in performing their instructional functions by organizing activities to actively involve learners in learning and by designing lesson content for a realistic classroom environment. In contrast, rational and instructional competence do not correlate significantly with learners' academic achievement. To enhance learners' participation in school and academic activities in the classroom, teachers should introduce a non-material award system which stimulate learners to be more engaged in classroom learning tasks; to present a more comprehensive and engaging course content, it is recommended that teachers to develop a more engaging and inclusive learning content of the subject or learning areas which help create a holistic individual - learners in the Philippine classroom, to improve learners' academic achievements from Very Satisfactory to Outstanding, it is recommended that teachers should make learning more engaging where learners develop that sense of ownership of learning and at the same time craft an inclusive and contextualized learning materials supportive to learners' advanced learning needs.