Teachers’ Professional Competence, Classroom Management, and Learners’  Performance

Micah Mai M. Yap

doi:10.36948/ijfmr.2026.v08i01.66720

Teachers’ Professional Competence, Classroom Management, and Learners’ Performance

Author(s)	Micah Mai M. Yap
Country	Philippines
Abstract	This study examined the relationship among teachers’ professional competence, classroom management, and learners’ performance in the Schools Division of Antique, Philippines. A total of 218 school heads were randomly selected to provide informed perspectives on teaching practices and classroom conditions within their respective schools. Specifically, the study sought to determine the level of teachers’ professional competence, assess the effectiveness of classroom management practices, and examine how these factors influence learners’ academic performance. The findings revealed that teachers generally demonstrated a high level of professional competence, particularly in content knowledge, instructional planning, and engagement in professional development activities. Classroom management practices were also found to be effective, with teachers consistently establishing clear rules, maintaining organized learning environments, and fostering positive interactions with learners. School heads reported that learners exhibited satisfactory to high levels of performance in terms of academic achievement, participation, and classroom engagement. Moreover, the study highlighted the close interrelationship among teachers’ professional competence, classroom management, and learners’ performance. Teachers who exhibited strong professional competencies were more likely to implement effective classroom management strategies, which, in turn, contributed to improved learner outcomes. These findings emphasize the vital role of teachers and instructional leadership in promoting quality education. The study concludes that strengthening teachers’ professional competence and enhancing classroom management practices are essential strategies for improving learners’ performance. It recommends sustained professional development, supportive instructional supervision, and initiatives that encourage reflective teaching practices. The results offer valuable insights for educational planning, policy development, and targeted interventions aimed at sustaining quality teaching and learning in the Schools Division of Antique.
Keywords	Teachers’ Professional Competence, Classroom Management, Learners’ Performance
Field	Sociology > Education
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-01-17
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.66720

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Teachers’ Professional Competence, Classroom Management, and Learners’ Performance

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