Teachers’ Instructional Competence in the Modular Learning Modality

Abstract

This study determined the level of teachers’ instructional competence in the printed modular learning modality in the District of Don Salvador Benedicto, Division of Negros Occidental, during School Year 2021–2022 as a basis for a professional development plan. Employing a descriptive-comparative research design, the study involved 111 public elementary school teachers selected through purposive sampling. Data were gathered using a researcher-made questionnaire validated by three experts in research, education, and supervision. The instrument demonstrated excellent reliability, with a Cronbach’s alpha of 0.97. Frequency, percentage, and mean were used for descriptive analysis, while the Mann–Whitney U test was employed to determine significant differences at the 0.05 level of significance. Findings revealed significant differences in teachers’ instructional competence in content and pedagogy when grouped according to age, length of service, and highest educational attainment. In assessment and reporting, significant differences were found according to length of service and highest educational attainment, but not age. Conversely, competence in curriculum and planning differed significantly according to age, but not length of service or highest educational attainment. Based on these findings, a professional development plan was proposed to strengthen teachers’ instructional competence in the printed modular learning modality.