Teachers’ Pedagogical Competence And Learners’ Performance In Araling Panlipunan

This study examined the relationship between teachers’ pedagogical competence and learners’ performance in Araling Panlipunan in the District of Bugasong during the School Year 2025. It employed a descriptive-correlational research design to determine the level of teachers’ pedagogical competence, assess learners’ performance, and describe the relationship between these two variables. The respondents were composed of 113 teachers from selected public elementary and secondary schools in the district, chosen through total population sampling. Data were gathered using a validated researcher-developed questionnaire designed to measure teachers’ pedagogical competence in terms of subject matter mastery, instructional strategies, classroom management, and assessment techniques. Learners’ performance was examined based on academic achievement, classroom participation, and performance in formative and summative assessments. Findings indicated that teachers demonstrated a high level of pedagogical competence, particularly in subject matter mastery and classroom management. Learners likewise exhibited a high level of performance, as reflected in their academic achievement and active participation in classroom activities. The results further revealed a positive relationship between teachers’ pedagogical competence and learners’ performance in Araling Panlipunan, suggesting that effective teaching practices contribute significantly to improved learner outcomes. The study concludes that teachers’ pedagogical competence plays a vital role in enhancing learners’ academic performance in Araling Panlipunan. Strengthening teachers’ instructional skills, classroom management abilities, and assessment practices can lead to more engaging and effective learning experiences. It is recommended that school administrators and educational leaders provide continuous professional development programs, mentoring opportunities, and institutional support to further enhance teachers’ pedagogical competence and sustain learners’ academic success.