Instructional Skills of Public Elementary School Teachers in Bayambang District I, Pangasinan I Division

Abstract

The quality of instructional skills among teachers plays a critical role in shaping student learning, engagement, and overall academic performance. As instructional demands continue to evolve, understanding teachers’ competencies in lesson delivery, classroom management, assessment practices, and learner engagement has become essential.

This study aimed to determine the level of instructional skills of public secondary school teachers and examine whether significant differences exist between the assessments of teachers and school heads. The study utilized a descriptive-survey research design and involved teachers and school heads from selected public elementary schools through total enumeration. A validated questionnaire assessed key instructional domains, including pedagogical planning, teaching strategies, assessment literacy, and facilitation of learner-centered instruction. Weighted mean was used to determine the extent of instructional skills, while an independent samples t-test examined differences in perceptions between teachers and school heads.

Findings revealed that teachers demonstrated a high level of instructional skills, particularly in planning lessons aligned with learning competencies and employing a variety of teaching strategies. Moderate ratings were observed in areas requiring advanced pedagogical techniques, such as differentiated instruction, performance-based assessments, and technology-integrated teaching. Results of the t-test showed no significant difference between the responses of teachers and school heads across major instructional skill domains (p > .05), indicating consistent perceptions regarding teachers’ competencies.

The study concludes that while teachers exhibit strong foundational instructional skills, targeted professional development is needed to enhance more complex, learner-centered, and technology-driven pedagogical practices. Strengthening these areas will help ensure more effective instruction and improved learning outcomes, especially in diverse and rapidly changing classroom environments.