Instructional Competence and Its Impact on the Performance of Public Junior High School Technology and Livelihood Education Teachers

This study investigated the instructional competence of public junior high school Technology and Livelihood Education (TLE) teachers in the Division of Valencia City, Bukidnon, and its impact on their teaching performance for the 2024-2025 school year. Data were gathered from 51 TLE teachers across seven selected schools using a modified questionnaire, and analyzed through descriptive statistics, correlation analysis, and multiple regression. Findings revealed that many teachers are mid-career professionals (ages 36-45), with nearly half holding only a Bachelor’s degree, while some pursue or have completed Master’s degrees, indicating a commitment to professional growth. Overall, TLE teachers demonstrated a high level of instructional competence. Personal Competencies received the highest mean score, reflecting strong interpersonal skills essential for positive classroom environments. Correlation analysis indicated that educational attainment positively influenced instructional delivery and classroom management, while demographic factors like age had varied effects. Notably, personal competencies were significant predictors of instructional competence, but mid-career teachers (ages 36-45) faced challenges that negatively impacted their performance. The results underscore the importance of socio-emotional skills and ongoing professional development to support teachers in maintaining instructional quality, particularly during mid-career transitions.