Teachers’ Communicative Language Competence and Teaching Performance in Relation to Academic Achievement

Abstract

Teachers’ communicative language competence, teaching performance, and students’ academic achievement at Maparat National High School during School Year 2025–2026 were examined using a quantitative descriptive–correlational research design. The study assessed teachers’ communicative language competence in terms of grammatical, discourse, sociolinguistic, and strategic competence; teaching performance based on the Department of Education Classroom Observation Tool; and students’ academic achievement using their General Weighted Average (GWA). Data were gathered from selected public secondary school teachers through a validated communicative language competence questionnaire, official classroom observation records, and school academic records. Descriptive statistics, particularly the mean, and Pearson’s Product-Moment Correlation were used for data analysis. Results revealed that teachers demonstrated a high level of communicative language competence and a very high level of teaching performance, while students achieved a satisfactory level of academic performance. However, no significant relationships were found between teachers’ communicative language competence and students’ academic achievement or between teaching performance and students’ academic achievement. Consequently, predictive analysis was not conducted. The findings indicate that although teachers exhibit strong communicative competence and effective teaching performance, these factors alone do not significantly influence students’ academic achievement. The study recommends strengthening academic interventions, continuous teacher professional development, and student support programs, while encouraging future research to investigate other factors affecting academic achievement.