Competence and Performance of Physical Education Teachers in Selected Secondary Schools of Calamba city

Abstract

This study looks into the difficulties and competency levels that physical education instructors in Calamba City's public secondary schools encounter. The study combines quantitative surveys and qualitative interviews with teacher respondents through a mixed-methods methodology. Overall performance was regarded as highly satisfactory in instruction, classroom management, learning climate, and assessment. The data show that teachers exhibit excellent competence in pre-instruction, presentation, learning environment, and professionalism. The study concludes that while there were no significant differences in other areas of ability, educational attainment has a substantial impact on pre-instruction competence. Bachelor's degree holders and those with doctorate units showed disparities in pre-instruction competence. Years of service have a major impact on presentation skills and pre-instruction, but not on professionalism or the learning environment. Furthermore, educational attainment affects assessment competence and performance in the learning climate, but it has little to no bearing on managerial competence and no discernible impact on instruction. While it has little effect on assessment performance, teaching experience in the MAPEH (Music, Arts, Physical Education, and Health) disciplines has a considerable impact on management competence, instructional competence, and learning atmosphere. Overall, there is a positive relationship between teachers' performance and competency; however, management performance and planning competence are unrelated. To solve noted issues and raise teacher competency, the report suggests funding allocation, curriculum modification, and ongoing professional development. It is recommended that more studies be conducted to investigate other variables affecting teachers' performance and competency in physical education.