Teacher competence in the implementation of intervention strategies in Elementary Schools

Teacher competence is the set of information, abilities, attitudes, and values that a teacher possesses and employs to effectively deliver lessons, manage a productive learning environment, support student progress, and adapt to varied teaching settings. This study investigated the competence of elementary teachers in implementing intervention strategies and its relationship to student academic performance in the Buenavista II District, Schools Division of Bohol during the School Year 2024–2025. The researcher employed a descriptive-correlational design and collected both qualitative and quantitative data through complete enumeration. The survey instrument was administered to 32 female teacher-respondents and measured three key domains: teacher attitude, subject knowledge, and pedagogical skills. The results showed a strong correlation between the efficacy of intervention techniques and teacher competency. With mean scores of 4.72 (attitude), 4.63 (subject knowledge), and 4.60 (pedagogical abilities), all of which were interpreted as “Strongly Agree,” the teachers showed a high degree of ability. Notwithstanding these advantages, the survey also noted a number of drawbacks, such as restricted opportunities for professional growth, sizable class sizes, a dearth of resources, and rising student emotional and behavioral demands. Nevertheless, the 96.88% attendance rate in in-service training demonstrated the teachers’ great dedication to ongoing growth. The results confirmed that student learning outcomes were greatly impacted by teacher competency when it was backed by pertinent training and resources. In order to guarantee the successful and long-lasting application of intervention techniques, the researchers placed a strong emphasis on bolstering professional development initiatives and removing contextual obstacles.