Innovativeness as Predictor of Instructional Competence Among Teachers in the Last Mile Schools of Sarangani: Outputs for Intervention

Abstract

This study explored the relationship between innovativeness and instructional competence among teachers in last-mile schools in Sarangani Province. Using a descriptive-correlational design, data were collected from teachers through adapted and validated survey questionnaires. Descriptive statistics revealed that teachers demonstrated very high levels of creativity, openness, and proactiveness, and high levels of future orientation and risk-taking. Similarly, they exhibited very high instructional competence, particularly in transmitting content, preparing lesson plans, managing classrooms, and providing a conducive learning environment. Inferential analysis showed a strong, positive, and significant relationship between teachers’ innovativeness and instructional competence, with future orientation, proactiveness, and openness emerging as the strongest predictors. These findings highlight the importance of cultivating innovative mindsets among teachers to strengthen their instructional practices, especially in resource-challenged environments. The study recommends targeted professional development programs to enhance teachers' creative and proactive capacities, ensuring more dynamic and effective learning experiences for students in last-mile schools.