Teachers' Self-Proficiency and Instructional Practices of Public Elementary Schools

The study aimed to determine the extent of teachers' self-proficiency and instructional practices in public elementary schools in Digos Occidental District. Specifically, it examined how teachers' self-proficiency relates to their instructional practices in terms of classroom management, instructional strategies, and learners' engagement. This study employed a non-experimental quantitative research design using a descriptive-correlational method. Data were gathered through a validated questionnaire and using random sampling based on slovin's formula, considering the relatively manageable number of teachers in the research locale. A total of 250 public elementary school teachers participated as respondents. The data were analyzed using mean, standard deviation, Pearson r, and regression analysis to determine the level of variables, their relationships, and the factors that significantly influence instructional practices. The findings revealed that teachers' self-proficiency were rated very extensive, indicating a high level of confidence and competence among teachers in performing their professional duties. Likewise, instructional practices in public elementary schools were also rated as very extensive, reflecting strong implementation of effective teaching strategies and classroom management. Furthermore, the results showed a significant positive relationship between teachers' self-proficiency and instructional practices, suggesting that higher self-proficiency contributes to better instructional performance. Regression analysis identified classroom management and instructional strategies as the key factors significantly influenced by teachers' self-proficiency. Based on the findings, it is recommended that the Department of Education design and sustain targeted training, monitoring, and support mechanisms to strengthen teachers' self-proficiency and ensure consistent, high-quality instructional practices. School heads are also encouraged to enhance professional development programs and mentoring systems to further support teacher growth and instructional effectiveness.