Assessment of the Pedagogical Competence of Non-Education Graduate Teachers in Senior High Schools

This study assessed the pedagogical competence of non-education graduate teachers in senior high schools in Northern Cagayan, Philippines. Employing a descriptive correlational design, the research utilized questionnaires to gather data from 41 non-education graduate teachers across six districts. The study aimed to evaluate the teachers’ pedagogical skills and examine the relationships between these skills and various demographic factors, as perceived by both the teachers and school heads. Findings revealed that non-education graduate teachers are highly rated in instructional, communication, classroom management, and assessment skills by both themselves and school heads, despite their lack of formal pedagogical training. The study also highlighted significant correlations between higher educational attainment and improved communication and assessment skills, particularly among female teachers. However, no significant correlation was found between years of service and pedagogical competence. Discrepancies were observed between school heads’ and teachers’ self-assessments, with school heads providing lower ratings. This significant difference underscores the need for aligned evaluations and effective communication to bridge perception gaps. The research suggests targeted professional development programs to enhance communication and assessment skills, particularly for male teachers and those with lower initial educational qualifications. The study highlights the overall positive assessment of non-education graduate teachers’ pedagogical competence while identifying areas for improvement through continuous professional development. Addressing these insights can help sustain educational excellence and improve student outcomes in Philippine senior high schools, ensuring that non-traditional teachers are well-equipped to meet the demands of the evolving educational landscape.