Competencies of Physical Education Teachers in Relation to Their Teaching Performance

This study assessed the competencies of Physical Education (PE) teachers and their relationship to teaching performance in selected secondary schools in Tangub City. Using a descriptive-correlational design, data were collected from PE teachers and their respective school heads through a researcher-made questionnaire and official performance evaluation forms. Teacher competencies were examined across pedagogical knowledge and instructional skills, physical fitness and demonstration ability, classroom management and discipline, assessment and evaluation practices, and interpersonal and communication skills. Teaching performance was evaluated in lesson planning and preparation, instructional delivery, classroom management, assessment of student learning, and professional growth and work ethics. Descriptive statistics determined the overall levels of competencies and teaching performance, while Pearson’s r was used to test the relationship between these variables. Results revealed that PE teachers perceive themselves as highly competent, particularly in lesson planning, assessment practices, and physical fitness, while supervisors generally rated their teaching performance as high, highlighting strengths in classroom management and assessment of student learning, with opportunities for improvement in instructional delivery, lesson planning, and professional growth. Correlation analysis indicated a very weak, non-significant relationship between teachers’ self-perceived competencies and their observed teaching performance, suggesting that contextual factors such as classroom conditions, student behavior, and school resources may play a more substantial role in influencing effectiveness. The findings underscore the importance of continuous professional development, targeted support, and strategic interventions to enhance the instructional effectiveness of Physical Education teachers.