Teaching Practices and Competencies of Social Studies Teachers: Effects on Senior High School Students’ Academic Outcomes in Pasil District, Kalinga

This study examined the teaching practices and competencies of Social Science teachers and their effects on the academic outcomes of senior high school students in Pasil District, Kalinga. Specifically, it assessed teachers’ competencies in terms of instructional skills, instructional resources, approaches and techniques, and evaluative techniques as perceived by teachers, peers, and students. The study employed a descriptive-correlational research design involving 647 respondents comprising Social Science teachers, peer teachers, and senior high school students from public schools in the district. Data were gathered using a validated questionnaire and analyzed using frequency counts, percentages, weighted mean, Analysis of Variance (ANOVA), and Kendall’s Tau-b correlation coefficient. The findings revealed that the respondents perceived the teaching competencies of Social Science teachers as generally very satisfactory, with students rating instructional skills, approaches, and techniques as outstanding. Significant differences were found in the perceptions of teachers, peers, and students, particularly in terms of approaches and techniques. The results further showed that profile variables had a partially significant relationship with instructional skills, instructional resources, and evaluative techniques, while no significant relationship was found with approaches and techniques. Similarly, professional variables such as specialization, educational attainment, years of teaching, and seminars attended exhibited partially significant relationships with the selected competency areas. Overall, the findings indicate that Social Science teachers possess commendable teaching competencies that contribute to effective instruction and positive academic outcomes among students. This study highlights the importance of continuous professional development and institutional support in enhancing teacher competencies and sustaining quality education in rural schools.