Abstract
This study investigated the correlation between teachers' multiple intelligences and pupils' Language Assessment for Primary Grades (LAPG) performance in selected elementary schools in Olongapo City during SY 2017-2018. A descriptive research design was employed, involving 138 Grade IV teachers as respondents. Data was collected through questionnaires and analyzed using descriptive and inferential statistics. The study found that most teachers assessed themselves as having verbal-linguistic intelligence (26.8%), followed by interpersonal intelligence (24.6%). Pupils achieved a "near mastery" level on the LAPG. Significant differences in teachers' multiple intelligences were observed based on educational qualification and years of service. A weak but significant positive correlation (r=0.173, p<0.05) was found between teachers' logical-mathematical intelligence and pupils' LAPG scores. The study was limited to Grade IV teachers and pupils in Olongapo City, potentially affecting generalizability. The findings suggest that teachers' multiple intelligences, particularly logical-mathematical intelligence, may influence pupils' language assessment performance. This implies the need for considering multiple intelligences in teacher hiring, development, and instructional strategies to potentially enhance student outcomes.
