Optimizing Instructional Competence Through Professional Learning Communities (PLCs): Inputs to Strategic Development Framework

This study examined teachers’ engagement in Professional Learning Communities (PLCs) and its relationship with instructional competence among public secondary school teachers in Cluster 8, Carcar City Division, Cebu, during School Year 2025–2026, as a basis for developing a Strategic Development Framework. Anchored in Educational Change Theory, Social Learning Theory, and Organizational Learning Theory, the study employed a descriptive-correlational research design involving 76 teachers selected through total population enumeration. Data were collected using a standardized PLC Questionnaire and the Department of Education Electronic Self-Assessment Tool (e-SAT) and analyzed using weighted mean, standard deviation, and Pearson product-moment correlation. Findings revealed Very High engagement in shared values and vision (M = 3.41), shared and supportive leadership (M = 3.40), and shared personal practice (M = 3.30), while collective learning and application received a Moderate rating (M = 2.30). Teachers demonstrated Very High instructional competence in personal growth and professional development (M = 3.69), community linkages and professional engagement (M = 3.63), learning environment (M = 3.59), and curriculum and planning (M = 3.35). Significant positive relationships were established between PLC engagement and six instructional competence domains. However, collective learning and application (r = -0.312) and shared personal practice (r = -0.242) demonstrated significant negative relationships with content knowledge and pedagogy. Challenges included limited structured collaboration, ICT integration, differentiated instruction, and assessment literacy. The study recommends implementing the proposed Strategic Development Framework through collaborative planning, peer mentoring, and sustained professional development. The findings support Sustainable Development Goal 4 (Quality Education) and SDG 17 (Partnerships for the Goals) by emphasizing teacher development and institutional collaboration. The study contributes to educational sustainability by providing a basis for continuous professional learning, inclusive instruction, and sustained school improvement.