TEACHERS’ COMPETENCE AND CLASSROOM ENVIRONMENT AS PREDICTORS OF ACADEMIC PERFORMANCE

Teacher Competence and Classroom Environment in Education

The study aimed to investigate the predictive roles of teachers’ competence and classroom environment on students’ academic performance in the Bunawan District of Agusan del Sur. Utilizing a correlational research design, the study employed validated survey instruments to gather data on teachers’ competence measured through knowledge, instructional skills, and classroom management and classroom environment, assessed through organization, resources, safety, engagement, and support. The findings revealed that a positive and conducive classroom environment significantly correlates with higher student academic performance, highlighting the critical role of structured, supportive, and well-managed learning spaces. While teachers’ competence contributed to student achievement, the relationship was less pronounced, suggesting that even highly competent teachers require a conducive classroom setting to maximize learning outcomes. Schools that fostered interactive, organized, and engaging classroom environments facilitated better focus, participation, and understanding among students, thereby enhancing overall academic performance. The study emphasizes the importance of strengthening both teacher capabilities and classroom conditions as complementary factors in promoting student success. These findings provide valuable insights for school administrators, educators, and policymakers in designing professional development programs and interventions that optimize instructional quality and learning environments.

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