TEACHING COMPETENCIES OF ELEMENTARY GRADE TEACHERS

Part 1. Personal and professional profile

Direction: Please indicate your answer in the space provided below by checking the appropriate blanks and/or supplying the
answers on the space provided. Rest assured that all information given/disclosed in the questionnaire will be
strictly used confidentially i.e. it will not be made known to anyone with the exception of the researcher. No names
have been asked for and this is also to ensure the privacy of all participants and make sure that you remain
anonymous

1. Type of school __ Private __Public

2. Sex 3. Age ____ 4.Civil Status
__ Male ___Single ___Separated ___Married ___Live-in
__ Female ___ Widow/widower

5. Grade level taught_______ 6. Number of years in teaching_______

Part II. Teaching Competencies

Direction: Below are the expected roles of teachers. Based on your experience, kindly rate your performance by encircling the
number guided by the scale below.

Scale Interpretation Description

1 Not competent
2 Fairly Competent
3 Competent
4 Much Competent
5 Very Much Competent
I consistently failed to perform the role expectations in this area.
I met some expectations in this role but sometimes falls short.
I met majority of the expectations in this role.
I met most and exceed some of the expectations in this role.
I consistently exceeded the expectations in this role.

A. Classroom management Scale

1. Use consistent and proactive discipline. 1 2 3 4 5
2. Establish rules, routines, and procedures early on in the school year. 1 2 3 4 5
3. Orchestrate smooth transitions and continuity of classroom momentum. 1 2 3 4 5
4. Is aware of all activities in the classroom. 1 2 3 4 5
5. Anticipate potential problems. 1 2 3 4 5
6. Use space, proximity, or movement around the classroom for nearness to trouble spots and to
encourage attention. 1 2 3 4 5
7. Prepare materials in advance and have them ready to use. 1 2 3 4 5
8. Organize classroom space efficiently to support learning activities. 1 2 3 4 5
9. Manage the physical factors (e.g., spatial environment, visual environment) to optimize student learning. 1 2 3 4 5

B. Mastery of the subject

1. Have accurate, cohesive, and in-depth subject-matter knowledge. 1 2 3 4 5
2. Possess a coherent body of knowledge about the facts, concepts, principles, methodology, and
important generalization of the subject areas taught. 1 2 3 4 5
3. Make interdisciplinary connections across subject areas to engage students in challenging, integrated,
and exploratory learning. 1 2 3 4 5
4. Know the curriculum guides and benchmarks. 1 2 3 4 5
5. Understand the scope and sequence of learning goals and objectives. 1 2 3 4 5
6. Develop appropriate curriculum guides and set up outlines for unit plans. 1 2 3 4 5
7. Be able to perceive the gap between planned curriculum and received curriculum. 1 2 3 4 5

C. Communication
1. Explain content with a high level of clarity in classroom. 1 2 3 4 5
2. Explain rules, expectations, and concepts in a logical, sequential, and age-appropriate manner. 1 2 3 4 5
3. Use a wide repertoire of communication behaviors (such as immediacy, humor) to sustain a positive and
interactive learning environment. 1 2 3 4 5
4. Encourage an open, warm, communicative climate in classroom that invites students’ comments,
questions, and responses. 1 2 3 4 5
5. Exhibit active listening. 1 2 3 4 5
6. Reduce isolation and develop a more consistent curriculum through collaboration with peers and subject
level. 1 2 3 4 5
7. Share knowledge and engage in collaborative problem-solving. 1 2 3 4 5
8. Interact with and solicit feedback from colleagues and students. 1 2 3 4 5
9. Collaborate with the community to identify and integrate resources and services that can support student
learning. 1 2 3 4 5