Competence Skills of Teachers in Relation to Academic Performance of Pupils: Basis for Capability Building Enhancement Plan

This study examines the competence skills of elementary school teachers in District 4, Schools Division of Bago City, and their relationship to pupils’ academic performance, serving as the basis for a capability-building enhancement plan. Using a descriptive-correlational research design, the study surveyed 140 teachers and analyzed the academic performance of 4,120 pupils. Teacher competence was assessed in five domains: personal skills, management skills, instructional skills, teaching effectiveness, and professionalism. Results revealed that teachers demonstrated a very high level of competence across all domains. Similarly, pupil academic performance was rated as very satisfactory, with an average grade of 85.93. Statistical analysis showed no significant differences in teacher competence when grouped by demographic variables such as sex, age, educational attainment, teaching position, years in service, and training attended. Furthermore, no significant relationship was found between teachers’ competence skills and pupils’ academic performance. These findings suggest that while teachers exhibit high competence, other factors may influence student achievement. The study recommends continuous professional development programs tailored to teachers’ specific training needs, active engagement strategies to enhance pupil learning, and further research incorporating additional variables such as student motivation and home environment. By refining teacher development initiatives, this research aims to support educational stakeholders in fostering an environment conducive to academic excellence.