Pedagogical Skills and Competencies of Grade Six Public Elementary School Math Teachers in Relation to Pupils’ Performance: A Case of Public Elementary Schools in Tarlac Province

Abstract

This study investigated the correlation between Grade Six Math teachers' pedagogical skills and the Mathematics performance of Grade Six pupils in public elementary schools in Cluster 1, Tarlac Province, which ranked last among 20 divisions in Region III’s National Achievement Test. Conducted during the 2019– 2020 school year, the study involved 37 Math teachers and their classes, employing survey questionnaires, documentary analysis, classroom observation tools, and performance ratings. Results revealed that teachers' pedagogical skills were at the Consolidating level, a stage indicating emerging mastery of instructional strategies that require further support to enhance learner engagement, with a weighted mean of 6.16. Teachers’ competencies were rated Very Satisfactory (4.31 mean), and 78% of Grade Six pupils demonstrated a Very Satisfactory performance in Mathematics. The study concludes that continuous teacher training is essential to improving both pedagogical skills and student performance, highlighting its importance in achieving Sustainable Development Goal 4 (SDG 4) for quality education.