Teaching and Research Competence of Teachers: Implications to Educational Policy

This descriptive-correlation research was conducted to determine the teaching and research competence of teachers in the Schools Division of Iloilo, Province of Iloilo, Philippines for the school year 2024–2025. There were 380 public secondary junior and senior high school teachers who were surveyed using an adapted and modified questionnaire. They were categorized into age, sex, educational attainment, teaching experience, position, school classification and congressional district. The data were analyzed using frequency count, percentage, mean, t-test for two independent samples, One-way ANOVA and the Pearson’s r with significance level set at .05 alpha. Results revealed that the teachers had very satisfactory level of overall teaching competence. However, the teachers had only a satisfactory level of research competence. Some of the demographic factors were found to be determinants of teachers’ teaching and research competence. At the same time, a significant relationship existed between the levels of teaching and research competence of teachers. Courses of actions were recommended to DepEd officials, curriculum makers, school administrators, teachers, parents, learners, community and future researchers. Furthermore, policy implications drawn from the results were laid out to address some of the salient findings of the study.