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Aims: Teaching competencies are the skills and knowledge that assist a teacher in becoming effective in his career. Specifically, this study determined to find out the level of personal competence of teachers; the level of professional competence of the teachers; the teachers’ level of performance; and the significant relationship between teaching competence and the teachers’ performance; and to find out which of the independent variable/s singly or in combination influence the teachers’ level of performance. Study Design: Descriptive Survey Method. Place and Duration of Study: The study was conducted at seven (7) diocesan schools of the Archdiocese of Cagayan de Oro during the school year 2022 - 2023. Methodology: The respondents were the One hundred-two (102) out of one hundred twenty-one (121) teachers from the seven (7) diocesan schools of the Archdiocese of Cagayan de Oro via simple ransom sampling method. These schools are private institutions and managed by nuns. This study used an adapted questionnaire from Stella Maris Academy School in a Development Plan in Davao that underwent validity and reliability testing with the use of thirty (30) non-respondent teachers and experts. Results: The results showed that in terms of personal competence, the teachers were found to have very high motivational and cognitive competence. Although they vary in their mean ratings, with motivational competence as the highest and cognitive competence ranked second, both are still on a very high level. As to professional competence, the teachers had a very high level of competency. Communication skills got the highest mean rating, and teaching ability with the lower mean rating. Both fall on a very high level. The majority of the teachers were found to have excellent performance, followed by a very good performance, and only very few have a good teaching performance. On the whole, the performance of teachers was identified as being of an excellent level. Cognitive competence, motivational competence, teaching ability, and communication skills were statistically related to teaching performance. Motivational competence and teaching ability were identified to have the best influence on teaching performance; cognitive competence and communication skills did not show an influence the teaching performance. Conclusions: Based on the findings of this study, the following conclusions are formulated: The teachers possessed personal and professional competencies needed to become effective facilitators of learning. The teachers performed excellently in their teaching career which can also be associated with students’ quality learning outcomes. The personal and professional competencies of teachers are significantly associated with their teaching performance. The higher the personal and professional competencies, the higher the teaching performance. Motivational competence and teaching ability best-influenced teaching performance as motivational competence and teaching ability increased so with the teaching performance.
Hermoso et al. (Mon,) studied this question.