Influence of Teachers' Competence on Student Learning outcomes: Study of Teacher Development Program

Abstract

Teacher competence is widely recognized as a key factor in promoting student achievement. However, this study in Public Secondary School revealed contrasting patterns. Correlation analysis showed a strong negative relationship between measured teacher competence and student academic performance (r = –0.63, p < 0.001). While this indicates a significant association, the negative direction suggests that high competence scores, as measured by PPST indicators, did not correspond to higher student outcomes. This mismatch may reflect gaps between formal standards and the realities of student learning needs. By contrast, students’ perceptions of teacher competence demonstrated a weak but significant positive correlation with performance (r = 0.22, p = 0.01). Although weak, this result highlights the motivational role of perceived teacher effectiveness, suggesting that students who view their teachers as competent are more likely to engage and achieve better academically. This underscores the importance of relational and affective dimensions of teaching, beyond technical skills alone. Qualitative findings pointed to barriers such as workload, limited training, and lack of institutional support. These issues may limit the translation of competence into learning gains. Thus, the proposed Teacher Development and Instructional Impact Program (TDIIP) aims to align competence with inclusive pedagogy and student-centered practices. The study concludes that competence alone does not determine achievement; perceptions and systemic supports are equally critical.