Abstract
This study aimed to determine the level of influence of teachers’ instructional skills on learners’ academic performance in one of the districts in a medium-sized division in Central Philippines for the School Year 2024-2025. The study found that most respondents were young teachers, with nearly two-thirds lacking postgraduate degrees and belonging to lower income brackets, indicating that many are relatively new to the profession and rely largely on classroom experience rather than advanced training. Overall, teachers demonstrated a high level of instructional skills across key domains—knowledge of curriculum and pedagogy, communication and questioning, classroom management, and assessment and feedback—regardless of age, educational attainment, or income. Learners’ academic performance was consistently rated as very satisfactory across all demographic groupings, suggesting equitable learning outcomes supported by stable instructional quality. A significant difference emerged only in classroom management when teachers were grouped by age, implying that age-related factors may influence management strategies, while no significant differences were found in learners’ academic performance across groups. Importantly, no significant relationship was identified between teachers’ instructional skills and learners’ academic performance, indicating that multiple factors beyond instructional competence alone shape student achievement. Based on these findings, the study recommends targeted professional development programs focused on constructivist teaching, instructional clarity, responsive behavior management, and data-informed instruction to strengthen areas with lower mean ratings and further support effective teaching practices.
Keywords: Teachers’ instructional skills, learners’ academic performance, knowledge of curriculum and pedagogy, communication and questioning skills, classroom management, and assessment and feedback