• Francia F. Lagrimas

This study determined the influence of competencies of teachers and the academic performance of learners in English and used this as the basis for crafting intervention strategies, Ocampo Central School, Ocampo District, Division of Camarines Sur, School year 2024-2025. Specifically, it addressed the following: (1) the level of teachers' competencies; (2) the academic performance of learners in English; (3) the relationship between the competencies of teachers and the academic performance of learners in English; (4) the extent of influence of teachers' competencies on the academic performance of learners in English; and (5) the intervention strategies crafted to enhance the competencies of teachers and the academic performance of learners in English. This study employed the descriptive-correlational method of research. A researcher-made questionnaire was used to gather the data from 172 respondents, and documentary analysis. The data were treated statistically through weighted mean, Pearson Product-Moment Correlation Coefficient, and Coefficient of Determination. The major findings were: (1) the level of English competencies of teachers demonstrated an overall average weighted mean of 3.90; (2) the academic performance of learners revealed a majority scored between 75–79 or 55.63% and 80–84 or 38.03%, with only 5.63% reaching 85–89, while 0.71% fell below 74, resulting in a mean of 79.43 and a standard deviation of 3.08; (3) the relationship between teachers’ competencies and learners’ academic performance showed r-values equal to -0.36, -0.38 to -0.51, -0.40, 0.43, with content knowledge 0.18; all aspects had p-values above 0.05; (4) the influence of teachers’ competence on learners’ academic performance showed r-values equal to -0.36, -0.38, -0.40, 0.18, 0.43, with diverse learners and r2-values of -0.51, or 26%, and all p-values at 3%–26%.and a p-value of 0.242; and (5) targeted literacy training, structured assessments, differentiated instruction, and collaborative support enhance teachers’ competencies and learners’ academic performance. Major conclusions were: (1) the level of English competencies of teachers was very high; (2) the learners demonstrated moderate reading proficiency, with most performing within the average range, while a few excelled and a small portion struggled; (3) the relationship between teachers’ competencies and academic performance was not significant; (4) the teachers’ competencies have a weak and very weak influence on academic performance; and (5) strengthening teacher skills and interventions improves learners academic performance.

English Competencies, Teachers, Academic Performance, Learnes

"Competencies of Teachers and Academic Performance of Learners in English", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 5, page no.k690-k727, May-2025, Available :http://www.jetir.org/papers/JETIR2505B63.pdf

"Competencies of Teachers and Academic Performance of Learners in English", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 5, page no. ppk690-k727, May-2025, Available at : http://www.jetir.org/papers/JETIR2505B63.pdf