Teacher’s Pedagogical Competence, Teaching Commitment, and Work Performance: A Basis For An Intervention Plan

Abstract

This study assessed the pedagogical competence, teaching commitment, and work performance of Key Stage 1 and 2 teachers in Enrile East District and examined their relationships with selected profile variables. Specifically, it sought to describe the profile of the respondents in terms of age, sex, years of teaching, and civil status; determine the level of their pedagogical competence, teaching commitment, and work performance; test the relationships among these variables and their profiles; investigate the mediating role of teaching commitment between competence and performance; identify issues and concerns encountered by teachers; and propose an intervention plan. The study employed a descriptive–correlational design with seventy-four (74) teachers as respondents, utilizing survey questionnaires and statistical tools such as weighted mean, Chi-Square, Cramer’s V, and mediation analysis.

Findings revealed that most respondents were female, married, and highly experienced, with more than ten years in service. Teachers demonstrated high pedagogical competence in evaluation of learning, managing student behavior, use of ICT, and lecturer–student interaction. They also showed strong teaching commitment to students, teaching, and school, but only moderate commitment to the profession. Teaching performance was consistently high across instructional, professional, and personal qualities. Statistical analyses revealed no significant relationships between teachers’ profile variables and their competence, commitment, or performance, suggesting that these qualities are shaped more by professional and institutional factors than by demographics. Mediation analysis showed that teaching commitment did not significantly mediate the relationship between competence and performance, while pedagogical competence exerted a strong direct effect on performance.

Despite these strengths, teachers identified issues such as limited instructional resources, classroom management difficulties, curriculum demands, workload pressures, lack of technological support, limited professional development opportunities, and stress-related concerns. In response, the study proposed TEACH-UP: A Strategic Intervention Plan to address these concerns through resource mobilization, inclusive teaching strategies, classroom management support, workload reduction, continuous professional development, and institutional recognition.

The study concludes that pedagogical competence is the most decisive factor influencing teaching performance, while commitment enhances motivation but does not significantly mediate outcomes. It recommends targeted capacity-building initiatives, improved ICT integration, strengthened teacher motivation and retention strategies, systemic support for resource and workload challenges, and the implementation of TEACH-UP to sustain and enhance teacher effectiveness in the Enrile East District.