Teachers’ Time Management Practices and Instructional Competence as Predictors of Learners’ Academic Performance

This study investigated whether teachers’ time management practices and instructional competence predict the academic performance of Grade 6 learners. Using a quantitative descriptive correlational survey design, the study involved 55 teachers selected through total sampling and 260 Grade 6 learners chosen via stratified proportionate random sampling from thirteen public elementary schools in the Municipality of Sto. Niño. Data were analyzed using descriptive and regression statistics to assess teacher practices and learner performance. Findings showed that teachers exhibited strong instructional competence and moderately effective time management, particularly in organizing tasks and professional development. Learners demonstrated a Moving towards Mastery level of performance. Significant relationships were found between teachers’ time management, instructional competence, and learner achievement, with organizing skills and pedagogical knowledge identified as key predictors of academic success.