Teacher’s Teaching Competence and Academic Preparedness of Grade Six Students

Abstract

In order to satisfy the demand for high-quality education, the teaching skills of teachers must be promptly updated or amended due to unanticipated changes in learning methods. Hence, this research would like to determine if the indicators of teacher’s teaching competence significantly influence the grade six student’s academic preparedness. This study utilized non-experimental quantitative research design employing a descriptive-correlation technique. Statistical analysis such as mean, standard deviation, Pearson R correlation and Multiple Linear Regression were used in treating the data generated in the study. The respondents of the study were the 100 sixth-grade educators teaching in Piedad District primary schools in Davao City. These respondents were selected using convenience sampling method. Data were evaluated from the survey questionnaires adopted by the researcher with modification in order to fit to the study which undergone validation from experts and were tested for its reliability. Descriptive results of the study revealed a “high” teacher’s teaching competence and academic preparedness among grade six students which means that these constructs are oftentimes evident. Consequently, the inferential results of the study suggested that it failed to accept its null hypothesis since there is a significant relationship between teacher’s teaching competence and academic preparedness among grade six students. Likewise, the regression analysis resulted that three of the four indicators of the teacher’s teaching competence significantly influenced the grade six student’s academic preparedness.