Role of Professional Learning Communities (PLcs) as a Mediator Between Transformational Leadership and Teacher Performance in the District of Aritao

This study evaluated how Grade 5 teachers in public elementary schools within the Montalban District applied innovative instructional methods in mathematics during the 2025–2026 academic year. It focused on teachers' demographic characteristics, the degree to which they employed instructional innovations such as mastery learning strategies, teaching techniques, and educational resources, factors affecting adoption of innovative teaching methods, and obstacles faced during implementation. A descriptive-survey research design was utilized, using a researcher-adapted questionnaire distributed to all 28 Grade 5 Mathematics teachers in the district. Data analysis involved frequency, percentage, weighted mean, and standard deviation. Most participants were female, married, held master's degrees, and had significant teaching experience. The results indicated a very high level of instructional innovation use, with educational resources and teaching techniques receiving the highest ratings, followed by mastery-learning strategies. Teachers consistently consider learners' abilities, positive attitudes, instructional goals, and content nature when choosing suitable pedagogical methods. Despite the high level of implementation, respondents identified significant challenges, notably students' weak reasoning and inference skills, lack of interest in mathematics, and inadequate mastery of basic mathematical operations. These challenges underscore the necessity of ongoing instructional support and student intervention to enhance the effectiveness of innovative teaching practices. In conclusion, the study concludes that mathematics teachers are committed to adopting innovative pedagogical methods despite classroom challenges. Findings inform professional development and instructional interventions.