Abstract
This study explored the relationship between the extent of teaching competency practices among educators, focusing on five key areas: instructional materials, learning resources, lesson planning, teaching delivery, and instructional strategies. The demographic analysis showed that most respondents were middle-aged, predominantly female, with moderate years of teaching experience. They specialized in elementary education and typically belonged to financially stable, medium-sized households. These characteristics, while informative, did not significantly influence the respondents’ teaching competencies. Results revealed that teachers consistently demonstrated a high level of proficiency in all five competency areas. They were able to design coherent, engaging lessons aligned with learning objectives, utilizing creative strategies to promote student participation and comprehension. Despite this strong performance, opportunities remain for growth, particularly in contextualizing instructional materials and diversifying teaching techniques to address varied learner needs. Statistical analysis showed no significant correlation between the teachers' demographic profiles and their level of competency, suggesting that personal attributes such as age, gender, years of service, income, and household size do not directly impact teaching effectiveness. Instead, the findings support that professional training, continuous development, and hands-on experience are more influential in shaping effective teaching practices. In conclusion, this research underscores the importance of sustained professional growth and the value of investing in teacher development programs. Future studies are encouraged to examine other factors affecting teaching performance, including motivation, institutional support, and access to ongoing training opportunities.
