Pedagogical Competence and Academic Performance of Pre-Service Elementary Teachers in Tuguegarao City, Philippines

The study aimed to determine the association between the pedagogical competence of pre-service elementary teachers and their academic performance. The study employed descriptive correlational research design. Data used in this study came from a survey of pre-service teachers (n=154) and supervising teachers (n=154) in Tuguegarao City, Philippines. A questionnaire consisting of the specific indicators of National Competency-Based Teacher Standards was the main data gathering instrument and the Grade-Point Average (GPA) of the respondents along their professional education subjects was used to ascertain their academic performance. The study revealed that in terms of pedagogical competence using NCBTS as framework, generally, the pre-service elementary teachers are very competent. They also have good academic performance. Only the domain Community Service has a significant negative relationship with the academic performance while the other domains are not significantly correlated. The cooperating teachers have significantly higher perception on the pedagogical competence of the pre- service teachers than the perception of the pre-service teachers themselves except along the domains Diversity of Learning and Curriculum. Ultimately, the results of the study can be used as basis for curriculum enhancement geared toward quality teacher training programs.

Keywords: pedagogical competence, academic performance, pre-service elementary teachers