The Relationship of Professional Learning Communities’ (PLC) Engagement towards Teachers’ Competence

This study explored the relationship between teachers’ engagement in Professional Learning Communities (PLCs) and their instructional competence. Using a descriptive-correlational design, data were collected from 175 elementary school teachers in District I of Don Carlos, Bukidnon. Teachers showed a high level of engagement in PLCs. Mean scores were 4.17 for Collaborative Culture, 4.20 for Focus on Learning, and 4.17 for Shared Practice. These results indicate active participation in team-based discussions, reflective practice, and shared responsibility for instructional improvement. Teachers rated themselves as competent in all three instructional areas. Pedagogical Skills had the highest mean (M = 4.22), followed by Assessment Practices (M = 4.16) and Content Knowledge (M = 4.11). These scores reflect confidence in classroom teaching, evaluation methods, and subject expertise. A significant positive correlation (r = 0.330, p < 0.01) was found between PLC engagement and instructional competence. This suggests that increased involvement in collaborative professional practices supports higher teaching effectiveness. While based on self-assessments, the findings suggest that active PLC participation enhances instructional competence. Promoting collaboration and shared learning is key to ongoing teacher development and improved educational outcomes.