Instructional Competence of Grade 3 Mathematics Teachers in Public Elementary Schools, Malabon City Division

Abstract

This study aimed to determine the extent of utilization of instructional competence of Grade 3 Mathematics teachers in public elementary schools in Malabon City Division for the school year 2024–2025. Specifically, it focused on learning resources content validity, appropriateness of learners’ activities, congruency of the lesson plan, alignment of the assessment, and time management. Using a descriptive-correlational research design, the study surveyed 109 teachers and 4 school heads using a validated questionnaire. Data were analyzed using weighted means and t-tests. Findings revealed that teachers demonstrated a moderate extent of utilization in instructional competence across all indicators, and no significant difference was observed between the perceptions of teachers and school heads. The degree of seriousness of problems encountered was generally moderate, with challenges including insufficient instructional materials, inadequate time management, and lack of professional development. The study recommends targeted teacher training, enhanced instructional resources, and the development of an action plan to improve instructional competence in Mathematics. These findings highlight the need for evidence-based interventions to enhance teaching effectiveness and learner outcomes in Mathematics.