This study examined the relationship between instructional strategies and the language competence of elementary public school teachers teaching Araling Panlipunan in the South District of Valencia City Division during the 2024–2025 school year. It aimed to determine the level of instructional strategies utilized by teachers—specifically cognitive, metacognitive, and social/affective strategies—and the extent of their language competence in terms of listening, speaking, reading, and writing. Furthermore, it sought to establish whether a significant relationship exists between the instructional strategies employed and the teachers' language competence. The study employed a descriptive-correlational research design with a total enumeration of 49 Araling Panlipunan teachers across various schools in the district. A researcher-made, expert-validated questionnaire served as the primary data collection tool. Statistical analyses included mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings indicated that the level of instructional strategies used by the respondents was "High" across all dimensions, with metacognitive strategies being the most frequently employed. Meanwhile, the respondents' language competence was assessed as "Very Competent," particularly in the listening and reading domains. Pearson's correlation analysis revealed a significant positive relationship between instructional strategies and language competence, implying that the strategic teaching approaches contribute positively to teachers' communicative effectiveness. The study concludes that effective application of diverse instructional strategies enhances the language competence of Araling Panlipunan teachers, thereby enriching their instructional delivery. It recommends continuous professional development, instructional supervision, and the integration of advanced pedagogical approaches to sustain and improve teacher competence in both subject content and language use.
Dumapias et al. (Sat,) studied this question.