Influence of Individual Innovativeness and Knowledge Sharing Among Master Teacher on the Professional Competence of Teachers

This research determined the relationship between individual innovativeness, knowledge sharing, and professional competence of Valencia City Division elementary teachers, Department of Education Region 10 – Northern Mindanao in the school year 2024-2025. A total of 310 elementary teachers from 23 schools with master teachers participated in the study, using a validated survey questionnaire. Descriptive statistics, correlation, and regression analyses were employed to analyze the data. Results indicated that individual innovativeness was perceived as “Highly Innovative” with “carefully considers how, when and why to use digital technologies in class, to ensure that they are used with added value” having the highest mean and knowledge sharing was done “Great Extent” with “exhibits a positive attitude towards teaching” having the highest mean. Professional competence of teachers was measured as “Very Satisfactory,” with “Outstanding” levels in “act with a sense of urgency and responsibility to meet the organization’s needs, improve system and help others improve their effectiveness”. Correlation findings indicated a strong and significant positive correlation between professional competence and knowledge sharing, whereas individual innovativeness had a moderate and statistically significant correlation. Regression analysis justified that knowledge sharing has a very strong prediction of teacher competence (β = .623, p < .001), whereas individual innovativeness does not. The study contributes to the understanding that the building of a culture of cooperation and systemic knowledge sharing between master teachers is better in improving professional competence compared to disconnected innovative attempts. School leaders are therefore invited to institutionalize collaborative professional development and peer mentoring programs to enhance teaching quality in schools.