Examining The Pedagogical Competence and Teaching Performance Towards Crafting a Tailored Educators’ Development Blueprint

Authors

  • ANDREA MAE MARCELO Department of Education-Alibagu Elementary School Author
  • BOYET BATANG Author

DOI:

https://doi.org/10.64358/e5bd9529

Keywords:

Educational Management; pedagogical competence; teaching performance; mixed-methods; grounded theory; Schools Division of the City of Ilagan, educational mannagement, pedagogical competence, teaching performance grounded theory, Schools Division of the City Ilagan

Abstract

This study examines the interrelationship between pedagogical competence and teaching performance of elementary educators in the Schools Division of the City of Ilagan, Isabela, Philippines. Grounded in the discipline of Educational Management, it employs an explanatory sequential mixed-methods design to assess teachers’ content knowledge, general pedagogical knowledge, curriculum knowledge, and classroom engagement. Quantitative data were collected through standardized checklists, questionnaires, and three years of Individual Performance Commitment and Review Form (IPCRF) ratings, while qualitative insights emerged from focus group discussions and interviews. Findings reveal that teachers demonstrate proficient pedagogical competence across content mastery, instructional design, digital literacy, and reflective practice, which correlates positively with outstanding teaching performance. Despite these strengths, challenges such as limited access to advanced degrees, technological integration, and demographic imbalances highlight areas for targeted professional development. Based on these results, a tailored Educators’ Development Blueprint is proposed, emphasizing differentiated training pathways, mentorship frameworks, and strategic interventions to sustain excellence. This blueprint aims to foster continuous improvement, ensuring that pedagogical and performance outcomes align with evolving educational standards and community expectations.

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Published

2025-08-08

Issue

Vol. 1 No. 2 (2025): Studies in Interdisciplinary Horizons

Section

Articles

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