Teaching Competence of Home Economics Teachers in Public Junior High Schools in San Carlos City Division

Abstract

The competence of Home Economics (HE) teachers plays a vital role in ensuring effective skills-based instruction and in preparing learners for practical and livelihood-oriented competencies. This study was conducted to assess the level of teaching competence of Home Economics teachers in public junior high schools in District V-B, San Carlos City Division, for the School Year 2025–2026. Specifically, it sought to determine the level of competence in the areas of dressmaking, cookery, handicraft making, and food processing.

The study employed a descriptive research design with HE teachers and school heads as respondents. A researcher-adapted questionnaire served as the primary data-gathering instrument, while weighted mean and independent samples t-test were used to analyze the data.

Findings revealed that the teaching competence of HE teachers was generally rated high by both teachers and school heads across the four competency areas. Results further showed no significant difference between the perceptions of teachers and school heads, indicating a common assessment of teachers’ competence. Moreover, the problems encountered that affect teaching competence were rated moderately serious, suggesting areas that require targeted support and professional development.

In conclusion, the competence of HE teachers in the district is evident but still requires continuous enhancement through sustained training, adequate resources, and strengthened instructional support. The findings of the study serve as a basis for the development of an action plan aimed at further improving the teaching competence of Home Economics teachers.