Instructors’ Teaching Methods and Competence on the Teaching Performance of Pre-Service Teachers in Bukidnon

This study attempted to determine the correlates of Instructors’ Styles and Competence as Predictors of Pre-Service Teachers’ Teaching Competence in two (2) universities in Bukidnon offering Teacher Education Programme. There were 346 pre-service respondents of the study. Descriptive-correlational was employed in this study. To gather data, there were two (2) sets of adopted questionnaires for Instructors’ competence and pre-service competence was patterned from CHED Memorandum #74 & 75, s. 2017. Stratified Purposive sampling was employed to determine the respondents. The statistical tools to treat the data were the mean, percentage standard deviation and Pearson Product Correlation at 0.05 level of significance. The findings revealed that pre-service assessed their teaching competence as highly competent in terms of Understanding various learning areas, Pedagogical Content Knowledge, Communication Skills, Attributes of a Model Teacher, and Assessment Tools. The instructors’ styles in Teacher Education in Universities of Bukidnon were in great extent in terms of Lecture, Hybrid, Facilitating, and Delegating. In addition, the study revealed that there is significant relationship between pre-service teaching competence and instructors’ competence in the influence of their teaching styles. Despite the challenges experience by instructors in teaching strategies, they remain effective and are able to navigate those obstacles. Thus, it was indicated from the result that instructors in universities in Bukidnon were highly competent and with great extent in teaching styles, there will also be chances to more professional development for pre-service competence as the demand of teaching and learning evolves.