The Relationship of Professional Learning Communities’ (PLC) Engagement towards Teachers’ Competence

Floreda Dumandan and Dr. James L. Paglinawan
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Floreda Dumandan: Professional Education Department, Central Mindanao University
Dr. James L. Paglinawan: Professional Education Department, Central Mindanao University

International Journal of Research and Innovation in Applied Science, 2025, vol. 10, issue 5, 499-516

Abstract: This study explored the relationship between teachers’ engagement in Professional Learning Communities (PLCs) and their instructional competence. Using a descriptive-correlational design, data were collected from 175 elementary school teachers in District I of Don Carlos, Bukidnon. Teachers showed a high level of engagement in PLCs. Mean scores were 4.17 for Collaborative Culture, 4.20 for Focus on Learning, and 4.17 for Shared Practice. These results indicate active participation in team-based discussions, reflective practice, and shared responsibility for instructional improvement. Teachers rated themselves as competent in all three instructional areas. Pedagogical Skills had the highest mean (M = 4.22), followed by Assessment Practices (M = 4.16) and Content Knowledge (M = 4.11). These scores reflect confidence in classroom teaching, evaluation methods, and subject expertise. A significant positive correlation (r = 0.330, p

Date: 2025
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