View of Teachers’ Pedagogical Competence, Classroom Management Skills, and Students’ Academic Achievement Among Selected Public City Schools Division in the Province of Laguna

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Technium

44/2023

2023 A new decade for social changes

Social Sciences

Technium.

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Teachers’ Pedagogical Competence, Classroom Management Skills, and Students’ Academic Achievement Among Selected Public City Schools Division in the Province of Laguna

Marife L. Dumaguing, Antonio R. Yango

Balibago Integrated High School, Philippines, Graduate School, University of Perpetual Help System Biñan, Province of Laguna

fedumaguing@gmail.com,yango.antonio@uphsl.edu.ph

Abstract. Education is essential for nation-building and teachers are change advocates who support students' aspirations. Pedagogical competence and high-quality teachers are essential for future growth and economic vitality. Classroom management is essential for students' academic achievement and behavioral problems. This study aimed to determine teachers’ level of pedagogical competence, classroom management skills, and the relationship between teachers' level of pedagogical competence, classroom management skills, and students’ academic achievement, and how predictive they are in public city school divisions, Laguna. The study found that the average weighted mean of 3.25 revealed that teachers' level of pedagogical competence was very high. The teachers' level of classroom management skills obtained a weighted mean of 3.30, which revealed that the respondents had very good classroom management skills. Out of the 1000 total population, 278 teachers were selected among the public city schools division. The student’s academic grades ranged from 85-89 with the highest frequency of 173 with a percentage of 62.23. The relationship between teachers’ level of pedagogical competence and level of classroom management skills revealed that there is no significance in the probability acquired greater than the significance level of 0.05. However, the relationship between the teachers’ level of pedagogical competence and students’ academic achievement based on their GPA got a p-value for “Diversity of Learners” obtained at 0.049, which revealed that there is a “significant relationship.” The relationship between the teachers’

level of classroom management skills and students’ academic achievement received a p-value of 0.418, which revealed that there is no significant relationship. The results implied that the teachers’ level of classroom management skills has nothing to do with students’ academic achievement and may be due to the diversity of learners.

Keywords. Pedagogy, Competence, Classroom Management Skills, Students’ Academic Achievement

I. Introduction

Education is essential for nation-building, and teachers are change advocates who support students' aspirations for success. Teachers' pedagogical competence is a powerful tool for honing students' cognitive skills. Technology can make teaching ineffective, so teachers Technium Social Sciences Journal

Vol. 44, 573-591, June, 2023 ISSN: 2668-7798 www.techniumscience.com

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need constant upskilling. High-quality teachers are essential for the future growth of national educational systems and economic vitality (Panda, 2019).

Classroom management is an important factor in students' academic achievement and behavioral problems. Effective management is defined as the management of students' attitudes, personalities, vitalities, competencies, and passions (Hapsari,2020). Teachers should focus on creating a caring environment to encourage students to be cooperative, obedient, and participative. Effective management is defined as the management of students' attitudes, personalities, vitalities, competencies, and passions (Hapsari,2020). Teachers with poor classroom management skills are inefficient at establishing relationships.

This study determined the respondents’ level of pedagogical competence, level of classroom management skills, and students’ academic achievement; the relationship between teachers’ level of pedagogical competence, level of classroom management skills; and student academic achievement; and how predictive are the level of teachers pedagogical competence, level of classroom management skills taken singly or in combination, level of pedagogical competence, classroom management skills of teachers in the selected public city schools division in the province of Laguna.

1.1 Objective of the Study

The overall objective of this study was to determine teachers’ pedagogical competence, classroom management skills, and students’ academic achievement among selected public city schools division in the province of Laguna. Additionally, this study had the following objectives. 1)The study aims to determine teachers’ level of pedagogical competence, and classroom management skills. 2) What is the student’s academic grade based on GPA? 3.) The relationship between teachers’ pedagogical competence, classroom management skills, and students’ academic achievement, and 4) indicate how predictive are teachers’ level of pedagogical competence and level of classroom management skills, taken singly or in combination, of students’ academic achievement based on their GPA.

II. Methods

This study employed quantitative research in gathering the needed information in the study. According to Babbie (2016) [9], quantitative research is concerned with objective standards and statistical analysis of data that is being collected through polls, questionnaires, and surveys, as well as the modification of pre-existing statistical information using computing tools. It is associated with the collection of numerical data and the generalization of that data across groups of individuals or the explanation of a phenomenon.

The research design utilized for this study was a descriptive-correlational method with the help of a survey questionnaire as the main source of data. It is used to obtain information concerning the current status of the phenomena to describe "what exists" with respect to variables or conditions in a situation. The methods involved range from the survey which described the status quo, the correlation study which investigated the relationship between variables, to developmental studies which seek to determine changes over time (Polka, 2018) [10]. Meanwhile, a stratified random sampling technique was used as the sampling technique.

This sampling technique divides the entire population into different subgroups or strata, then randomly selects the final subjects proportionally from the different strata (Sousa, 2019) [11].

The population of this study was the selected public city schools’ division, Laguna.

The total population of the study was 1000 public High School Teachers but only a sample size of 278 took part in this study. This was computed using Raosoft’s calculator with a 95%

Technium Social Sciences Journal Vol. 44, 573-591, June, 2023 ISSN: 2668-7798 www.techniumscience.com

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confidence level and a 5 % margin of error. Only three public city school divisions were covered in this study. The first city school division was the city schools division of Santa Rosa where one hundred thirty-six (136) teachers had been involved, next was the city school division of Biñan where eighty-six (86) teachers participated, city school division of Cabuyao with fifty- six (56) teacher-respondents. There was a total of 1000 public High School Teacher-respondents in this study.

The researcher gathered the needed data for the study by distributing a standardized survey questionnaire through Google Forms to the selected respondents. In interpreting the gathered data from the respondents, the following statistical treatment weighted mean, ranking, Pearson R, and Stepwise Multiple Regression Analysis were employed in this study.

III. Results and Discussion Table 1

Table 1 shows the teachers’ level of pedagogical competence in terms of content knowledge and pedagogy. Indicator 1, "Demonstrates content knowledge and its application within and/or across curriculum teaching areas" gained a weighted mean of 3.60, verbally interpreted as “very high-distinguished” and was ranked 1st. Indicator 6, "Use Mother Tongue, Filipino, and English to Facilitate Teaching and Learning” obtained a weighted mean of 3.53, verbally interpreted as

“very high-distinguished” and was ranked 2nd. Indicator 4, "Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills” garnered a weighted mean of 3.42, verbally interpreted as “very high-distinguished” and was ranked 3rd. Indicator 7

"Demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner understanding, participation, engagement, and achievement"

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received a weighted mean of 3.39, was verbally interpreted as “very high-distinguished" and was ranked 4th. Indicators 3 & 5, "Show skills in the positive use of ICT to facilitate the teaching and learning process" and "Apply teaching strategies that develop critical and creative thinking and/or other higher-order thinking skills" acquired a weighted mean of 3.33, verbally interpreted as “very high-distinguished " and was ranked 5.5, respectively.

On the other hand, Indicator 2, "Demonstrate an understanding of research-based knowledge and principles of teaching and learning" obtained a weighted mean of 3.19, verbally interpreted as “high-highly proficient" and was ranked 7th.

To sum up, an average weighted mean of 3.40 revealed that teachers’ pedagogical competence was “very highly distinguished”. The result implied that teachers were highly skilled in all areas of content knowledge and pedagogy.

Table 2

The table above presents the teachers’ level of pedagogical competence in Learning Environment. Indicator 3 “Demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery, and hands-on activities within the available physical learning environments” obtained a weighted mean of 3.46, verbally interpreted as “very high-distinguished” and was ranked 1st. Indicator 1,

"Demonstrate knowledge of policies, guidelines, and procedures that provide a safe and secure learning environment," got a weighted mean of 3.44, verbally interpreted as “very high- distinguished” and was ranked 2nd. Indicator 5, "Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning" received a weighted mean of 3.40, verbally interpreted as “very high- distinguished” and was ranked 3rd. Indicators 2 and 6 "Demonstrate understanding of learning environments that promote fairness, respect, and care to encourage learning" and "Demonstrate Technium Social Sciences Journal

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knowledge of the positive and non-violent discipline in the management of learner behavior"

garnered a weighted mean of 3.27, verbally interpreted as “very high-distinguished” and was ranked 4.5, respectively.

On the other hand, Indicator 4, "Demonstrate understanding of supportive learning environments that nurture and inspire learner participation," obtained a weighted mean of 3.23, verbally interpreted as “high-highly proficient” and was ranked 6th.

In conclusion, an average weighted mean of 3.34 showed that teachers’ pedagogical competence in Learning Environment was very highly distinguished. The result signified that teachers’ pedagogical competence in learning environment were highly skilled.

Table 3

The table above displays the teachers’ level of pedagogical competence in diversity of learners.

Indicator 1 “Demonstrate knowledge and understanding of differentiated teaching to suit the learners’ gender, needs, strengths, interests, and experiences” gained a weighted mean of 3.40, verbally interpreted as “very high-distinguished” and was ranked 1st. Indicator 3 “Use strategies responsive to learners with disabilities, giftedness, and talents” obtained a weighted mean of 3.29, verbally interpreted as “very high-distinguished” and was ranked 2nd.

On the other hand, Indicators 2 & 4 “Implement teaching strategies that are responsive to learners’ linguistic, cultural, socio-economic, and religious backgrounds” and “Demonstrate understanding of the difficult circumstances, including geographic isolation; chronic illness;

displacement due to armed conflict, urban resettlement, or disaster; child abuse, and child labor practices” received a weighted mean of 3.22, verbally interpreted as “high-highly proficient”

and was ranked 3.5 respectively. Indicator 5 “Demonstrate knowledge of teaching strategies that are inclusive of learners. From indigenous groups” had obtained a weighted mean of 3.06, verbally interpreted as “high-highly proficient” and was ranked 5th.

To sum up, an average weighted mean of 3.24 disclosed that teachers’ level of pedagogical competence in terms of diversity of learners was high. This implied that teachers’ pedagogical competence in diversity of learners was highly proficient.

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Table 4

The table above presents the teachers’ level of pedagogical competence in Curriculum and Planning. Indicator 1 “Prepare developmentally sequenced teaching and learning processes to meet curriculum requirements” obtained a weighted mean of 3.37, verbally interpreted as “very high-distinguished” and was ranked 1st.

On the other hand, Indicator 5 “Show skills in the selection, development, and use of a variety of teaching and learning resources, including ICT, to address learning goals” got a weighted mean of 3.19, verbally interpreted as “high-highly proficient” and was ranked 2nd. Indicator 2

“Identify learning outcomes that are aligned with learning competencies” received a weighted mean of 3.12, verbally interpreted as “high-highly proficient” and was ranked 3rd. Indicator 4

“Seek advice concerning strategies that can enrich teaching practice.” garnered a weighted mean of 3.04, verbally interpreted as “high-highly proficient” and was ranked 4th. Indicator 3

“Demonstrate knowledge of the implementation of relevant and responsive learning programs”

garnered a weighted mean of 3.00, verbally interpreted as “high-highly proficient” and was ranked 5th.

To summarize, an average weighted of 3.14 revealed that teachers’ level of pedagogical competence along curriculum planning was high. The result implied that pedagogical competence in curriculum and planning was competent. Thus, teachers needed updates their pedagogical skills in curriculum and planning to be creative and innovative in performing a crucial task for the benefit of the students.

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Table 5

Table above displays the teachers’ level of pedagogical competence in Assessment and Reporting. Indicator 4 “Demonstrate familiarity with a range of strategies for communicating learner needs, progress, and achievement” got a weighted mean of 3.14, verbally interpreted as

“high-highly proficient” and was ranked 1st. Indicator 1 “Demonstrate knowledge of the design, selection, organization, and use of diagnostic, formative, and summative assessment strategies consistent with curriculum requirements” obtained a weighted mean of 3.05, verbally interpreted as “high-highly proficient” and was ranked 2nd. Indicator 2 “Demonstrate knowledge of monitoring and evaluation of learner progress and achievement using learner attainment data” acquired a weighted mean of 3.04, verbally interpreted as “high-highly proficient” and was ranked 3rd. Indicator 3 “Demonstrate knowledge of providing timely, accurate and constructive feedback to improve learner performance” acquired a weighted mean of 2.95, verbally interpreted as “high-highly proficient” and was ranked 4th. Indicator 5

“Demonstrate an understanding of the role of assessment data as feedback in teaching and learning practices and programs” obtained a weighted mean of 2.91, verbally interpreted as

“high-highly proficient” and was ranked 5th.

To sum up, an average weighted mean of 3.02 showed that teachers’ level of pedagogical competence in terms of assessment and reporting was high. The result signified those teachers need more training capacitating teachers’ skills that focus on different techniques relating to assessment and reporting to be highly effective.

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Table 6

The table above shows the teachers’ level of pedagogical competence in Community Linkage and professional engagement. Indicator 1 “Demonstrate an understanding of knowledge of learning environments that are responsive to community contexts” obtained a weighted mean of 3.19, verbally interpreted as “high-highly proficient” and was ranked 1st. Indicator 2 “Seek advice concerning strategies that build relationships with parents/guardians and the wider community” got a weighted mean of 3.13, verbally interpreted as “high-highly proficient” and was ranked 2nd. Indicator 3 “Demonstrate awareness of existing laws and regulations that apply to the teaching profession and become familiar with the responsibilities specified in the Code of Ethics for Professional Teachers” received a weighted mean of 3.06, verbally interpreted as

“high-highly proficient” and was ranked 3rd. Indicator 4 “Demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationships with the wider school community” obtained a weighted mean of 3.05, verbally interpret as “high-highly proficient” and was ranked 4th.

To sum up, an average weighted mean of 3.11 revealed that teachers ‘level of pedagogical competence in terms of Community Linkage and professional engagement was high. The result suggested that teachers’ pedagogical competence in community engagement needs to be enhanced and encourage parents’ involvement.

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Table 7

The table above reflects the teachers’ level of pedagogical competence in Personal Growth and Professional Development. Indicator 5 “Demonstrate motivation to realize professional development goals based on the Philippine Professional Standards for Teachers” gained a weighted mean of 3.60, verbally interpreted as “very high-distinguished” and was ranked 1st.

Indicator 2 “Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity” received a weighted mean of 3.54, verbally interpreted as “very high-distinguished” and was ranked 2nd. Indicator 3 &4

“Seek opportunities to establish professional links with colleagues” and “Demonstrate an understanding of how professional reflection and learning can be used to improve practice”

garnered a weighted mean of 3.41, verbally interpreted as “very high-distinguished” and was ranked 3.5 respectively. Indicator 1 “Articulate a personal philosophy of teaching that is learner centered” had obtained a weighted mean of 3.36, verbally interpreted as “very high- distinguished” and was ranked 5th.

In conclusion, an average weighted mean of 3.46 disclosed that teachers’ level of pedagogical competence in terms of personal growth and professional development was very highly distinguished. This result suggested that teacher was very high in professional development.

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Table 8

The above table illustrates the summary of teachers’ pedagogical competence revealed that Personal Growth and Professional Development acquired a weighted mean of 3.46 which was verbally interpreted as “very high-distinguished” and was ranked 1. Indicator 1 “Content Knowledge and Pedagogy” received a weighted mean of 3.40, verbally interpreted as “very high-distinguished” and was ranked 2nd. Indicator 2 “Learning environment” obtained a weighted mean of 3.34, verbally interpreted as “very high-distinguished” and was ranked 3rd, On the other hand, Indicator 3 “Diversity of learners” got a weighted mean of 3.24, verbally interpreted as “high-highly proficient” and was ranked 4. Indicator 4 “Curriculum and Planning” garnered a weighted mean of 3.14, verbally interpreted as “high-highly proficient”

and was ranked 5th. Indicator 6 “Community Linkage and Professional engagement” gained a weighted mean of 3.11, verbally interpreted as “high-highly proficient” and was ranked 6th.

Indicator 5 “Assessment and Reporting” obtained a weighted mean of 3.02, verbally interpreted as “high-highly proficient” and was ranked 7th.

To sum up, an average weighted mean of 3.25 revealed that teachers’ level of pedagogical competence was very highly distinguished. The result signified that teachers need to strengthen their pedagogical skills to meet the demands of today’s education.

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Table 9

Table 9 exhibits the respondent's level of classroom management skills. Indicator 6, "Teachers maintain cleanliness and order in the class," had a weighted mean of 3.93, verbally interpreted as “always-very high," and was ranked 1st. Indicators 5 & 8 s "Teachers set the mood of the class before delivering the lesson" and "Teacher implements positive discipline” obtained a weighted mean of 3.91, verbally interpreted as "always-very high" and was ranked 2.5, respectively.

On the other hand, Indicator 2 "Teachers shouts” gained a weight of 2.10, was verbally interpreted as “rarely-low" and was ranked 8th. Indicator 1, "Teacher makes fun of students"

acquired a weighted mean of 1.26, verbally interpreted as “never - low" and was ranked 9th.

To sum up, an average weighted mean of 3.30 showed that the respondents had very high classroom management skills. This implied that teachers effectively manage classrooms by implementing classroom techniques to facilitate learning and create a conducive learning environment for students.

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Table 10

Table 10 presents the students’ academic achievement based on Grade Point Average.

Students’ academic grades which ranged from 90-100 got a frequency of 24 with 8.64%. The range of 85-89 received a frequency of 173 with 62.23%. The range of 80-84 garnered a frequency of 35 with 12.59%. Meanwhile, the range of 75-79 got a frequency of 46 with 16.55%.

To sum up, out of 278 student’s academic grades, the grade range of 85-89 had obtained the highest frequency of 173 with a percentage of 62.23. The result implied that students’ academic achievement based on their GPA was very good.

Table 11

As shown in Table 11, there was no significant relationship between the respondents’ level of Pedagogical Competence and level of Classroom Management Skills. The probability of Pedagogical Competence acquired a greater value than the significant level of 0.05 as enumerated respectively, content knowledge and pedagogy p-value was 0.282, learning Technium Social Sciences Journal

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environment p-value was 0.890, diversity of learners p-value was 0.177, curriculum and planning p-value was 0.709, assessment and reporting p-value was 0.159, community linkages and professional engagement p-value was 0.814, personal growth and professional development p-value was 0.591. The result signified that the p-value of the teachers’ level of pedagogical competence was greater than the significance level of 0.05. This implied that the respondent’s level of pedagogical competence is not determined by the level of classroom management skills due to the fact that students had different needs furthermore classroom management is dynamic, very complex, and crucial for teachers to handle.

Table 12

12 exhibits the relationship between the teachers’ level of pedagogical competence and students’ academic achievement based on their GPA. The p-value for “Diversity of Learners”

obtained 0.049, verbally interpreted as “significant.” The result implied that the higher the teachers’ level of pedagogical competence along diversity of learners, the better the students’

academic achievement.

On the other hand, content knowledge and pedagogy got a p-value =0.914, learning environment p-value=0.769, curriculum and planning p-value=0.275, assessment and reporting got a p-value=0.504, community linkage and professional engagement p-value=0.097 and personal growth and professional development p-value=0.659, verbally interpreted as not significant. The result implied that teachers’ pedagogical competence needs to be updated and aligned to the needs of students 21^st-century learners.

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Table 13

Table 13 shows the relationship between teachers’ level of classroom management skills and students’ academic achievement. As reflected in the table above, teachers’ level of classroom management skills received a p-value of 0.418, verbally interpreted as not significant. This result suggested that the level of classroom management skills possessed by a teacher was not necessarily determined by the academic achievement of their students. The results implied that the teachers’ level of classroom management skills has nothing to do with students’ academic achievement may be due to the diversity of learners.

Table 14

How predictive are teachers’ level of pedagogical competence and level of classroom management skills, taken singly or in combination, of students’ academic achievement based on their GPA?

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Therefore, according to the findings of the study it revealed that the level of teachers’

pedagogical competence, classroom management skills was not a predictor of students’

academic achievement. There may be other factors that affect the academic achievement of student’s other than teachers’ pedagogical competence and classroom management skills such as, students’ motivation, extracurricular activities, parent involvement, student learning style, socio economic status and student’s environment.

IV. Conclusion and Recommendation Conclusions

Based on the findings of the study, the study conclusions were drawn:

1. The teachers’ level of pedagogical competence was very high.

2. The teachers’ classroom management skill was very high.

3. The students’ academic achievement based on their GPA is very good.

4. The teachers’ level of pedagogical competence is not determined by the level of classroom management skills

5. The higher the teachers’ level of pedagogical competence along diversity of learners, the better the students’ academic achievement.

6. The teachers’ level of classroom management skills has nothing to do with students’

academic achievement may be due to the diversity of learners.

7. The independent variables of teachers’ pedagogical competence and classroom management were not the drivers of students’ academic achievement.

Recommendations

The following recommendations are based on findings and conclusion of this study:

1. The pedagogical competence of teachers requires updates with the evolving needs of students. To accomplish this, teachers should be provided with training and seminars that are Technium Social Sciences Journal

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specific, measurable, achievable, relevant, and time-bound (SMART) in the field of teaching.

It is essential to note that developing pedagogical competence is a continuous process that necessitates ongoing learning and reflection.

2. Teachers should implement evidence-based instructional strategies, such as differentiated instruction, formative assessment, and project-based learning that are aligned with the needs of their students and the curriculum.

3. Teachers’ implementation of classroom management is not enough for students to acquire knowledge. The researcher suggests that teachers may create a positive and inclusive classroom environment a welcoming and inclusive classroom environment can help to foster student engagement and learning.

4. Teachers should implement a variety of teaching strategies to meet the needs of diverse learners in the classroom. This can include differentiated instruction such as ICT integration, using visual aids, gamification, and providing opportunities for student-led learning.

5. Academic achievement is not only about grades but also about learning and personal growth. The researcher suggested multiple measurements and assessments such as students’

performance, standardized tests, Portfolio, and attendance.

6. Teachers' pedagogical competence and classroom management are important factors in creating a positive learning environment, they may not be the sole determinants of students' academic success. The researcher suggests to use other factors such as students’ study habits, teachers’ teaching technique, and mental health.

7. Teachers should use differentiated instruction such to meet the needs of diverse learners in the classroom. This can include providing additional support for struggling students, challenging advanced learners, and using technology to personalize learning.

8. Future researchers may duplicate the investigation by considering other variables such as parent involvement, student study habit, socioeconomic status, and teachers’

techniques.

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