Teachers’ Competence and Support on Learners’ Psychological Needs in the Division of Bukidnon

In education, teachers serve as both knowledge providers and nurturers of holistic development in learners. This study aimed to determine teachers’ competence and support on learners’ psychological needs in Manolo Fortich Districts 1 and 2, Division of Bukidnon, School Year 2023-2024. Specifically, the study sought to describe the respondents’ characteristics; find the level of teachers’ competence; assess the level of teachers’ support on learners’ psychological needs; determine the significant relationship of teachers’ competence and their support on the learners’ psychological needs; and find the significant difference in the teachers’ support on the learners’ psychological needs according to their characteristics. A descriptive-correlational design with researcher-made survey questionnaire were used with purposive sampling method in selecting 260 teachers as respondents. Frequency and percentage were utilized to describe the respondents’ characteristics, while mean and standard deviation were employed to assess teachers’ competence and support to the learners’ psychological needs. Pearson r and Anova were used to determine significant relationships and differences between the variables. The results indicate that most teachers have earned bachelor’s degrees, with 11 to 20 years in teaching experience and occupied teacher I positions. Teachers’ competence is at a very satisfactory level and to a Great Extent support the learners’ psychological needs. The analysis revealed a significant relationship between teachers’ competence and support on learners’ psychological needs. Meanwhile, the teachers’ support on learners’ psychological needs has significant difference when grouped according on their characteristics. In conclusion, the study shows that teachers are not only competent in subject matter but also in nurturing learners’ psychological needs, fostering relatedness and empowering learners to succeed academically and personally. Recommendations suggest that educational institutions prioritize professional development, establish mentorship programs, encourage autonomy-promoting classroom activities, foster collaboration between teachers and students in planning lessons, and regularly assess the implementation as well as provide constructive feedback for continuous improvement.