Competency Skills and Teaching Styles among Teachers in the 2nd Congressional District

This study explores the relationship between teachers’ competency skills and teaching styles, and how these impact teaching-learning outcomes. It specifically aims to identify respondents’ characteristics, assess their competency levels, examine teaching styles, and determine significant relationships between these variables. Using a descriptive-correlational method, the study involved 200 teachers from 12 medium and large public elementary schools in the 2nd Congressional District of Misamis Oriental during the 2023–2024 school year. A researcher-made questionnaire, patterned from existing tools, gathered data analyzed through descriptive and inferential statistics, including t-tests and Pearson’s r. Findings show that most respondents were Teacher I level with 5 to 14 years of experience, master's degree units, and a strong embrace of technology and innovative strategies. Respondents demonstrated high competency in communication, creativity, organizational skills, patience, and flexibility. These competencies significantly influenced their teaching styles, regardless of their position or experience. The study concludes that teaching styles are shaped by teachers’ competency skills and recommends that educators pursue continuous professional development, enhance organizational abilities, and apply quality teaching strategies. Furthermore, school leaders should support teachers by encouraging creativity, flexibility, and effective communication, while considering their backgrounds and professional attitudes to foster improved teaching-learning outcomes.