Teachers' Competence in Managing Learners' Performance Tasks


  • Melna M. Talaboc Luciano B. Rama Sr. Memorial National High School, Esperanza, Poro, Cebu City, Philippines
  • William A. Buquia STI West Negros University, Bacolod City, Negros Occidental, Philippines




Teachers' competence plays a crucial role in learners' performance tasks across various educational settings. In this context, this paper aimed to determine the level of teachers’ competence in learners’ performance tasks of the public elementary schools in an island district in a large-sized division in central Philippines during the school year 2022-2023. Data for this descriptive study was collected from 104 respondents using a self-made survey questionnaire that has passed the rigorous tests of validity and reliability. The ensuing analysis showed a high level of teachers’ competence in learners’ performance tasks during the school year 2022-2023. Further analysis showed a significant relationship between teachers’ competence in learners’ performance tasks. The same data showed a high level of teachers’ competence in learners’ performance tasks. This aims to unveil valuable insights and draw meaningful conclusions that contribute to the overall objectives of the research study, particularly in mentoring and designing lessons in their discipline that use the 21st pedagogy, assessment style, and technology. Regarding teachers' competence in learners' performance tasks, the areas of the learning process, integration to real-life situations, and diverse learners were rated with very high-level equivalents. However, the area of knowledge and skill was rated as high level.


Download data is not yet available.


Borabo, E.P. & Sese, R.N. (2020). Assessing 21st Century Skills: The Case of Philippine Basic Education. Journal of Research in Innovative Teaching & Learning, 13(2), 169–184.

Danielson, C. (2017). Framework for teaching evaluation instrument. The Danielson Group.

Darling-Hammond, L. & Bransford, J. (2013). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.

Erickson, H.L. (2015). Performance tasks engage students and demonstrate their knowledge, skills, and understanding. In H. L. Erickson (Ed.), Stirring the Head, Heart, and Soul:

Redefining Curriculum, Instruction, and Concept-Based Learning (2nd ed.). Corwin Press.

Hattie, J. (2019). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hattie, J., Biggs, J., & Purdie, N. (2016). The learning process involves acquiring, integrating, and applying knowledge through varied experiences influenced by motivation, metacognition, and social interactions. Educational Psychology Review, 28(3), 519–545. https://doi.org/https://doi.org/10.1007/s10648-015-9319-8

Herrington, J. & Herrington, A. (2017). Connecting learning to real-life situations promotes relevance, engagement, and transferability. In J. Herrington, A. Herrington, J. Mantei, I.

Olney & B. Ferry (Eds.), Authentic Learning Environments in Higher Education. Springer.

Johnson, G., Smith, A., Brown, L., Davis, M., & Thompson, R. (2019). Fostering creativity and utilizing multiple intelligences in diverse classrooms. Journal of Educational Research,

(2), 143–156. https://doi.org/doi:10.1080/00220671.2019.1571121

Johnson, M. & Taylor, P. (2019). Incorporating real-life contexts into performance tasks: Engaging students and fostering relevance. Journal of Educational Psychology, 111(4),

–652. https://doi.org/doi:10.1037/edu0000307

Kellaghan, T., Greaney, V., & Murray, T. (2019). The role of assessment in education system reform: An international perspective. Studies in Educational Evaluation, 62, 163–173. https://doi.org/doi:10.1016/j.stueduc.2019.02.003

McClelland, D.C. (1973). Testing for competence rather than for “intelligence.” American Psychologist, 28(1), 1–14. https://doi.org/https://doi.org/10.1037/h0034092

McCombes, S. (2022). A descriptive method of research. Scribbr.

Shulman, L.S. (2016). Those who understand: Knowledge growth in teaching. In The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach. Jossey-Bass. 13–45.

Tomlinson, C.A., Strickland, C.A., & Eidson, C.C. (2018). Accommodating diverse learners necessitates differentiated instruction, personalized approaches, and universal design for learning. Theory into Practice, 50(4), 257–264. https://doi.org/https://doi.org/10.1080/00405841.2011.610437

Wagner, T. (2015). Comprehensive education develops deep understanding, critical thinking, and application in diverse contexts. In T. Wagner (Ed.), The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need—and What We Can Do.

Wiggins, G. (2017). Performance tasks: Authentic assessment for deeper learning. ASCD.

Vardi, I., & Kornhaber, M. L. (2016). Fostering critical thinking, problem-solving, and collaboration in real-world contexts. Journal of Education and Learning, 5(2), 102–115. https://doi.org/https://doi.org/10.5539/jel.v5n2p102



How to Cite

M. Talaboc, M., & A. Buquia, W. (2023). Teachers’ Competence in Managing Learners’ Performance Tasks. Polaris Global Journal of Scholarly Research and Trends, 3(2), 42–50. https://doi.org/10.58429/pgjsrt.v3n2a126