Educational Lifestyle and Collaborative Environment on Teachers’ Instructional Competence

This study, conducted during the academic year 2024-2025, examined the relationship between educational lifestyle, collaborative environment, and instructional competence among public school teachers in District III, Don Carlos, Bukidnon, under the Department of Education Division of Bukidnon. The participants included a representative sample of teachers from this district, selected to provide insights into the prevailing professional practices and instructional standards. Utilizing a descriptive-correlational research design, data were gathered through a structured questionnaire that assessed three primary domains: educational lifestyle (self-directed learning, participation in professional development, and engagement in educational communities), collaborative environment (peer support, shared planning, and collective problem-solving), and instructional competence (content knowledge, pedagogy, curriculum planning, assessment, and professional growth). The study aimed to determine the levels of these variables, explore their interrelationships, and identify which factors most significantly predict instructional competence among teachers in the local context. Results indicated that teachers in District III generally demonstrated high levels of educational lifestyle, particularly in self-directed learning and active participation in professional development activities. The collaborative environment was found to be moderately strong, with frequent peer support and shared instructional planning, although some logistical challenges limited deeper collaboration. Instructional competence was rated as competent across all measured domains, with notable strengths in content knowledge and curriculum planning. Statistical analyses revealed significant positive correlations between both educational lifestyle and collaborative environment with instructional competence. Regression analysis identified educational lifestyle as the strongest predictor of instructional competence, followed by collaborative environment. These significance underscore the importance of fostering lifelong learning habits and meaningful collaboration to enhance teacher effectiveness and educational outcomes in the region.