International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Multilevel Analysis of Teachers Professional Competence, Instructional Management Proficiency, and Students Academic Performance

Author(s) Ms. Allia Cabrera Bon, Dr. Fausto Jr. Camania Romero
Country Philippines
Abstract This study examined the influence of teachers’ professional competence and instructional management on students’ academic performance, based on their general weighted average, through a multilevel analysis that accounts for classroom-level variance and informs the design of a professional development program in the third Congressional District, Division of Camarines Sur, school year 2025-2026. It assessed teacher competence across domains such as content knowledge, pedagogy, learning environment, diversity of learners, curriculum planning, assessment, community linkages, and professional growth. Instructional management proficiency was examined in terms of instructional delivery, planning and resources, pedagogical practice, and assessment and feedback. Learners’ academic performance was measured through their general weighted average (GWA). Using multilevel modeling, the study determined the extent of variance in student GWA attributable to teacher-level factors and established the predictive power of teacher competence and instructional management while accounting for classroom-level differences. A professional development program on instructional management was crafted to enhance teacher effectiveness and improve student achievement. There were 556 respondents in the study, composed of 43 teachers and 513 students. Purposive Sampling was used to identify the schools, teachers, and learners. Descriptive-Correlational and Comparative methods were used in this study. Conclusions revealed that teachers demonstrated very high levels of competence and commendable instructional proficiency, though targeted improvement in weaker dimensions remains necessary. Student performance was consistently high, with notable district-level variations that call for equitable interventions. Multilevel analysis confirmed that teacher-level factors significantly and meaningfully explained differences in student achievement, with professional competence emerging as the strongest predictor of learners’ general weighted average. Instructional management contributed additional support, but its interaction with competence highlighted the importance of balanced integration rather than maximization. A professional development program was designed to strengthen instructional management, promote equity, and uphold innovation and quality standards across districts.
Keywords Teachers’ professional competence, Instructional management, Student academic performance (GWA), Multilevel analysis, Professional development program.
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79523
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