Abstract
This study explored the instructional competence of public elementary school teachers in the utilization of self-learning modules (SLMs). Seventy-eight teachers were surveyed and grouped according to age, highest educational attainment, length of service, and civil status. Results showed a near-equal distribution of younger and older respondents, with most lacking postgraduate degrees. Over half were tenured, and approximately two-thirds were married. Across Content Knowledge, Learning Materials, and Assessments, teachers demonstrated a very high level of instructional competence. When grouped by the identified variables, competence levels remained consistently high; however, significant differences emerged in the comparative analyses. These findings highlight the need for differentiated support strategies and inform the development of a responsive action plan to further strengthen instructional delivery through SLMs.
Keywords: Teachers’ instructional competence, self-learning module, utilization of slm