# Educators' Pedagogical Capabilities in Public Elementary Schools: A Multivariate Analysis

Lorygen M Pacardo, Josephine B Baguio

► To cite this version:

Lorygen M Pacardo, Josephine B Baguio. Educators' Pedagogical Capabilities in Public Elementary Schools: A Multivariate Analysis. Asian Journal of Education and Social Studies, 2025, 51 (7), pp.235-254. 10.9734/ajess/2025/v51i72117. hal-05203258

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# Educators' Pedagogical Capabilities in Public Elementary Schools: A Multivariate Analysis

Lorygen M. Pacardo a++ and Josephine B. Baguio a#*

a Graduate School, The Rizal Memorial Colleges, Inc., Davao City, Philippines.

## Authors' contributions

This work was carried out in collaboration between both authors. Both Authors read and approved the final manuscript.

## Article Information

DOI: https://doi.org/10.9734/ajess/2025/v51i72117

### Open Peer Review History:

This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s) and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc are available here: https://pr.sdiarticle5.com/review-history/138646

Received: 15/04/2025

Accepted: 18/06/2025

Published: 19/06/2025

### Original Research Article

## ABSTRACT

This study examined the pedagogical capability of 131 public elementary school educators in the Manay District, Division of Davao Oriental, and explored how demographic factors influence their teaching effectiveness. Employing a descriptive-comparative research design, data were analyzed using ANOVA and independent samples t-tests to determine significant differences across four dimensions: professional knowledge, instructional skills, personal attributes, and ethical standards. Post-hoc analyses using Tukey's test identified specific group differences. Results showed that age significantly affected all dimensions of pedagogical capability, with teachers aged 56 and above demonstrating the highest overall capability (mean = 4.24), particularly in professional knowledge (mean = 4.21). Conversely, teachers below 25 scored the lowest in this domain (mean = 3.11). Teaching experience also had a significant effect, with those having over 10 years of experience showing higher professional knowledge (mean = 3.88) than those with less experience. In contrast,

<footnote>++ Student;</footnote>

<footnote># Faculty;</footnote>

<footnote>*Corresponding author: Email: josephinebbaguio@outlook.com;</footnote>
educational attainment did not yield a significant impact. These findings underscore the importance of age and experience in shaping pedagogical capability. It is recommended that school administrators implement structured mentorship programs, enabling experienced educators to support the professional growth of younger and less experienced colleagues.

Keywords: Pedagogical capability; education; demographic profile; professional knowledge; instructional skills; personal attributes.

# 1. INTRODUCTION

The pedagogical capability of elementary educators plays a pivotal role in shaping students' understanding of scientific concepts and nurturing critical thinking skills. As the global landscape continues to evolve, the need for scientifically literate individuals becomes increasingly urgent. Teachers, as facilitators of foundational scientific knowledge, must be equipped not only with content expertise but also with the pedagogical skills necessary to engage learners meaningfully. This entails the use of innovative teaching strategies, integration of modern technologies, and the creation of interactive, inquiry-based learning environments (Afzal et al., 2023). Numerous international, national, and local studies have consistently emphasized that the quality of science education is closely tied to the pedagogical competence of educators. Addressing the challenges associated with this competence is therefore essential for the continuous improvement of educational systems.

International research underscores the critical link between teacher capability and student achievement in science education. For instance, a report by the Organisation for Economic Co-operation and Development (OECD, 2022) reveals that countries like Finland and Singapore—recognized for their strong teacher professional development frameworks—consistently demonstrate higher levels of student performance in science. Mewborn (2020) further argues that teachers' mastery of both content and pedagogy significantly influences students' academic outcomes. However, challenges persist globally in enhancing teacher competence. Loughran (2021) points out that in many developing countries, educators struggle to translate content knowledge into effective classroom practice, highlighting a persistent gap between knowledge acquisition and pedagogical application. This underscores the need for sustained professional development that targets both content mastery and instructional innovation.

The 2022 Programme for International Student Assessment (PISA) results provide a sobering snapshot of science education in the Philippines. Filipino students scored below the global average in science, with the majority demonstrating only basic levels of scientific literacy (OECD, 2022). This outcome reflects broader systemic issues, including gaps in teacher training, outdated instructional materials, and limited access to professional development. Sumbilon et al. (2024) identified these factors as key impediments to effective science teaching, noting that many Filipino teachers feel ill-prepared to implement inquiry-based strategies that promote deeper learning. Similarly, Gutierez (2015) reported that educators often lack the confidence and resources to apply learner-centered approaches in science classrooms, further limiting student engagement and understanding.

In the local context of Manay District, Division of Davao Oriental, similar challenges persist. A study by Peterson (2022) found that while professional development opportunities exist, they are often limited in scope, relevance, and frequency. Teachers in the district struggle to incorporate technology and innovative practices into their lessons—components that are increasingly essential in the post-pandemic, digitally connected learning environment. Additionally, Alieto et al. (2024) observed a moderate to declining level of student interest in science despite the proliferation of digital tools, suggesting a disconnect between technological access and pedagogical effectiveness.

These national and regional findings underscore a pressing need to strengthen the pedagogical competencies of elementary educators, particularly in teaching science. Improving teacher quality is widely recognized as a cornerstone of educational reform. However, local realities—such as inadequate training, scarce teaching resources, and inconsistent professional development—pose significant barriers to progress. Addressing these challenges is crucial to equipping teachers with
the tools they need to foster scientific literacy and
inspire lifelong learning among students.

The researcher affirms that pedagogical
capability is central to the success of science
education at the elementary level. In the context
of the Philippines—and more specifically, in
areas like Manay District, Division of Davao
Oriental—the challenges confronting educators
are multifaceted and increasingly visible.
Teaching science effectively requires more than
subject matter knowledge; it demands the ability
to translate complex concepts into accessible
and engaging lessons. However, the prevailing
lack of specialized training, outdated resources,
and limited exposure to modern teaching
strategies has created significant gaps in
instructional quality. This issue is particularly
critical given the rising importance of scientific
thinking in a world increasingly driven by
technology and innovation. Thus, this study
seeks to investigate the challenges faced by
elementary educators in teaching science and to
examine how their pedagogical capability
influences student learning outcomes in the
subject.

**1.1 Research Objectives**

This study was conducted to determine the
educators' pedagogical capability in public
elementary schools in Manay District, Division of

Davao Oriental. Hence, this sought to answer the
following specific questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age,

1.2 Gender,

1.3 Highest educational attainment,

1.4 Years of teaching experience, and

1.5 Grade level handled?

2. What is the level of pedagogical capability of elementary educators in terms of:

2.1. Professional Knowledge,

2.2. Instructional Skills,

2.3. Personal Attributes, and

2.4. Ethical Standards?

3. Is there a significant difference between educators' pedagogical capability in public elementary schools, when grouped according to their demographic profile?

**1.2 Hypothesis**

The null hypothesis were tested at 0.05 level of
significance:

Ho: There was no significant difference between educators' pedagogical capability in public elementary schools when grouped according to their demographic profile.

<figure><img src="image_3.png" /><figcaption>Fig. 1. Conceptual Framework of the Study</figcaption></figure>
## 2. METHODOLOGY

### 2.1 Research Design

The research design used in this study is a quantitative research method using a descriptive-comparative design in which the data and findings were interpreted statistically. According to Pregoner (2024), research was valid when a conclusion is accurate or trustworthy, and the research design is the conceptual blueprint within which research was conducted. When designing research, it was necessary to recognize the type of evidence required to answer the research question reasonably. Descriptive-comparative research studies attempted to determine, clarify, or describe. Additionally, the researcher thought using a descriptive-comparative, non-experimental research strategy would appropriately address the study objectives (Farsi et al., 2022).

### 2.2 Research Respondents

The research respondents of this study were the 131 out of 180 elementary teachers in Manay District, Division of Davao Oriental, during the 2024-2025 school year. The researcher employed a stratified random sampling technique for this study, which involves choosing several samples based on population characteristics and study objectives (Howell et al., 2020). This type of sampling was particularly beneficial when there was a need to reach a proportional sample quickly. The public school teachers were the targeted respondents for the researchers, so the researchers had established criteria for selecting only teachers from public schools to be surveyed. The researcher was confident that establishing criteria would achieve the research objective most effectively.

### 2.3 Research Instrument

The researcher utilized a survey questionnaire to gather data on the pedagogical capability of education educators. This instrument was designed to assess educators' effectiveness in employing appropriate pedagogical strategies to teach education concepts. The survey items addressed key aspects of pedagogical capability, including lesson planning, instructional delivery, assessment strategies, and innovative teaching approaches such as inquiry-based learning and technology integration.

Before administering the questionnaire, a pilot test was conducted to ensure the instrument's

reliability. The pilot test involved a sample of respondents similar to the actual participants of the study. Results of the pilot test showed that all indicators achieved a Cronbach's Alpha value greater than 0.92, indicating high internal consistency and reliability. This affirmed the instrument's suitability for evaluating the pedagogical capability of education educators.

### 2.4 Data Gathering Procedure

The data for this study were gathered through a series of systematic and ethically guided procedures. The researcher first secured an endorsement from the Dean of the Graduate School of Rizal Memorial Colleges and obtained ethical clearance from the institution's Ethics Review Committee to ensure compliance with ethical standards and the protection of participants' rights. Subsequently, a formal request letter was submitted to the Office of the Schools Division Superintendent of Davao Oriental. Upon approval, the Division Office issued an endorsement letter addressed to the School Heads of public elementary schools within the Manay District, Division of Davao Oriental, authorizing the conduct of the study in their respective institutions.

With all necessary permissions in place, the researcher conducted a pilot test of the survey instrument to evaluate its reliability and validity. During this pilot phase, participants were fully informed about the purpose of the study and were provided with clear instructions for accurately completing the questionnaire. Feedback from the pilot test was used to revise and refine the instrument to better align with the study's objectives. The finalized questionnaires were then distributed to the 131 public elementary school teachers selected through the universal sampling method. Once completed, the researcher personally retrieved all accomplished questionnaires. The collected data were then forwarded to a professional statistician for tallying, tabulation, and statistical analysis in accordance with the research objectives.

### 2.5 Data Analysis

The statistical tools mentioned below were used to analyze and interpret the data collected for this study.

Frequency Distribution. This descriptive tool was utilized to present the distribution of respondents when compared according to their demographic profile.
Weighted Mean. This descriptive statistical tool was employed to determine the level of the studied variables. This helped describe the level of pedagogical capability of the respondents being studied.

Comparing Means. A T-test for independent samples and ANOVA analysis was utilized to test whether there is a significant difference in the pedagogical capability of educators when grouped according to gender, age, and number of years in teaching service.

Post-hoc Analysis. This inferential tool was used to identify further which groups are significantly different from other groups. This helped answer which among the groups has higher or lower pedagogical capability.

# 3. RESULTS AND DISCUSSION

## 3.1 The Demographic Profile of the Respondents

The Table 1 shows the respondents' detailed profile and corresponding frequency and percentage in the Manay District, Division of Davao Oriental. This table answers the first statement of the problem for this study. The demographic profile of the surveyed group reveals a predominantly female workforce, with 67.27% female and 32.73% male participants. Most respondents are aged between 25 and 40 (48.64%), followed by those aged 41-55 (23.18%). In terms of years in service, nearly half (48.64%) have 1-10 years of experience, while 47.27% have more than 10 years. Educational attainment is high, with 69.55% holding a Bachelor's degree, 28.64% a Master's degree, and 1.82% a doctorate. The grades handled are evenly distributed among primary (34.09%), intermediate (34.09%), and multigrade (31.82%) levels. This diverse and experienced group reflects a well-educated and balanced teaching workforce.

## 3.2 Level of Educator's Pedagogical Capability in Public Elementary School When Grouped According to Age

The table 2 highlights the educator's pedagogical capability in public elementary school when grouped according to age. The lowest mean value is observed in the "Professional Knowledge" category for educators below 25 years old, with a mean of 3.11, indicating a

"Moderate" level. This suggests that younger educators may need more support and professional development to enhance their foundational knowledge in science pedagogy. On the other hand, the highest mean values are found in the "Ethical Standards" category for educators aged 56 and above, with a mean of 4.76, indicating a "Very High" level. This implies that more experienced educators exhibit strong ethical standards, which could positively influence their teaching practices and student interactions.

Younger educators might benefit from targeted training programs to improve their professional knowledge, which could lead to better teaching outcomes. Conversely, the high ethical standards among older educators highlight the importance of experience in developing a strong moral compass in teaching. These findings align with recent studies that emphasize the importance of continuous professional development and the role of experience in enhancing pedagogical capabilities.

For instance, Fauth et al. (2019) found that teacher capability, including pedagogical content knowledge and self-efficacy, positively impacts student outcomes in elementary science education. Similarly, Hanum and Robandi (2023) highlighted the need for comprehensive training programs to address the weaknesses in pedagogical and professional competencies among elementary school teachers. Additionally, Rizkasari et al. (2024) discussed the importance of developing elementary school teachers' pedagogical capability to meet the demands of 21st-century education.

## 3.3 Level of Science Pedagogical Competence of Elementary Educators When Grouped According to Sex Profile

The table 3 shows elementary educators' level of educator's pedagogical capability when grouped according to sex profile. The lowest mean value for female educators is observed in the "Personal Attributes" category for female educators, with a mean of 3.43, indicating a "High" level. This suggests that while female educators are competent, there may be room for improvement in personal attributes such as communication and interpersonal skills. Enhancing these skills could lead to more effective classroom management and better student-teacher relationships.
<table><caption>Table 1. The Demographic Profile of the Respondents</caption><thead><tr><th>Demographic Profile</th><th></th><th>Frequency</th><th>Percentage</th></tr></thead><tbody><tr><td rowspan="2">Sex</td><td>Male</td><td>72</td><td>32.73</td></tr><tr><td>Female</td><td>148</td><td>67.27</td></tr><tr><td>Total</td><td></td><td>220</td><td>100</td></tr><tr><td rowspan="4">Age</td><td>Below 25</td><td>39</td><td>17.73</td></tr><tr><td>25-40 years old</td><td>107</td><td>48.64</td></tr><tr><td>41-55 years old</td><td>51</td><td>23.18</td></tr><tr><td>56 and above</td><td>23</td><td>10.45</td></tr><tr><td>Total</td><td></td><td>220</td><td>100</td></tr><tr><td rowspan="3">Years in service</td><td>Less than 1 year</td><td>9</td><td>4.09</td></tr><tr><td>1-10 years</td><td>107</td><td>48.64</td></tr><tr><td>More than 10 years</td><td>104</td><td>47.27</td></tr><tr><td>Total</td><td></td><td>220</td><td>100</td></tr><tr><td rowspan="3">Educational Attainment</td><td>Bachelors Degree</td><td>153</td><td>69.55</td></tr><tr><td>Master's Degree</td><td>63</td><td>28.64</td></tr><tr><td>Doctorate Degree</td><td>4</td><td>1.82</td></tr><tr><td>Total</td><td></td><td>220</td><td>100</td></tr><tr><td rowspan="3">Grades Handled</td><td>Primary Grade (Grade 3)</td><td>75</td><td>34.09</td></tr><tr><td>Intermediate Grade (Grade 4 to 6)</td><td>75</td><td>34.09</td></tr><tr><td>Multigrade (Grade 3 to 6)</td><td>70</td><td>31.82</td></tr><tr><td>Total</td><td></td><td>220</td><td>100</td></tr></tbody></table>
<table><caption>Table 2. Level of Educator's Pedagogical Capability in Public Elementary School When Grouped According to Age</caption><thead><tr><th>Age Grouped</th><th></th><th>Mean Value</th><th>Description</th></tr></thead><tbody><tr><td rowspan="4">Below 25 years</td><td>Professional Knowledge</td><td>3.11</td><td>Moderate</td></tr><tr><td>Instructional Skills</td><td>3.91</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.19</td><td>Moderate</td></tr><tr><td>Ethical Standards</td><td>3.98</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.55</td><td>High</td></tr><tr><td rowspan="4">25-40 years</td><td>Professional Knowledge</td><td>3.78</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.71</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.42</td><td>High</td></tr><tr><td>Ethical Standards</td><td>3.98</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.72</td><td>High</td></tr><tr><td rowspan="4">41-55 years</td><td>Professional Knowledge</td><td>3.87</td><td>High</td></tr><tr><td>Instructional Skills</td><td>4.19</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.77</td><td>High</td></tr><tr><td>Ethical Standards</td><td>3.98</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.95</td><td>High</td></tr><tr><td rowspan="4">56 and above</td><td>Professional Knowledge</td><td>4.21</td><td>Very High</td></tr><tr><td>Instructional Skills</td><td>4.29</td><td>Very High</td></tr><tr><td>Personal Attributes</td><td>3.72</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.76</td><td>Very High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>4.24</td><td>Very High</td></tr></tbody></table>
<table><caption>Table 3. Level of Science Pedagogical Competence of Elementary Educators When Grouped According to Sex Profile</caption><thead><tr><th>Sex Profile</th><th></th><th>Mean Value</th><th>Description</th></tr></thead><tbody><tr><td rowspan="4">Female</td><td>Professional Knowledge</td><td>3.73</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.92</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.43</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.03</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.78</td><td>High</td></tr><tr><td rowspan="4">Male</td><td>Professional Knowledge</td><td>3.72</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.92</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.63</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.24</td><td>Very High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.88</td><td>High</td></tr></tbody></table>
On the other hand, the highest mean value is found in the "Ethical Standards" category for male educators, with a mean of 4.24, indicating a "Very High" level. This implies that male educators demonstrate exceptionally strong ethical standards, which could positively influence their teaching practices and student interactions. High ethical standards are crucial for creating a trustworthy and respectful learning environment and enhancing student engagement and learning outcomes.

These findings align with recent studies emphasizing the importance of ethical standards and personal attributes in teaching. For instance, Fauth et al. (2019) found that teacher competence, including pedagogical content knowledge and self-efficacy, positively impacts student outcomes in elementary education. Similarly, Al-Mawee et al. (2021) highlighted the need for continuous professional development to enhance teachers' pedagogical and ethical competencies. Moreover, Sharples et al. (2019) also discussed innovative pedagogical approaches that can improve teaching effectiveness and student engagement.

## 3.4 Level of Public Elementary Educators' Pedagogical Capability When Grouped According to Educational Attainment

The table 4 shows elementary educators' level of educators pedagogical capability when grouped according to educational attainment. Notably, the lowest mean value is observed in the "Personal Attributes" category for educators with a bachelor's degree, with a mean of 3.49, indicating a "High" level. This suggests that while educators with a bachelor's degree are competent, there may be room for improvement in personal attributes such as communication and interpersonal skills. Improving these skills could lead to more effective classroom management and better student-teacher relationships.

Conversely, the highest mean values are found in the "Professional Knowledge" and "Instructional Skills" categories for educators with a doctorate, with means of 4.25 and 4.30, respectively, indicating a "Very High" level. This implies that educators with a doctorate degree demonstrate exceptionally strong professional knowledge and instructional skills, which could positively influence their teaching practices and student learning outcomes. High professional

knowledge and instructional skills are crucial for effective and engaging science education.

Furthermore, these findings align with recent studies that emphasize the importance of advanced educational attainment in enhancing pedagogical capability. For instance, Darling-Hammond et al. (2020) found that teachers with higher education and professional development are more effective in improving student outcomes. Similarly, Kraft et al. (2021) highlighted the positive impact of advanced degrees on teachers' instructional practices and student achievement. Additionally, Garet et al. (2020) discussed the role of continuous professional development in enhancing teachers' pedagogical skills and knowledge.

## 3.5 Level of Public Elementary Educators' Pedagogical Capability When Grouped According to Years of Service

The table 5 shows the level of elementary educators' pedagogical capability when grouped according to years of service. The lowest mean value is observed in the "Personal Attributes" category for educators with less than 1 year of service, with a mean of 3.20, indicating a "Moderate" level. This suggests that novice educators may need more support and professional development to enhance their personal attributes, such as communication and interpersonal skills. Improving these skills could lead to more effective classroom management and better student-teacher relationships.

In contrast, the highest mean value is found in the "Ethical Standards" category for educators with more than 10 years of service, with a mean of 4.03, indicating a "High" level. This implies that experienced educators demonstrate strong ethical standards, which could positively influence their teaching practices and student interactions. High ethical standards are crucial for creating a trustworthy and respectful learning environment and enhancing student engagement and learning outcomes.

Moreover, these findings align with recent studies emphasizing the importance of experience and continuous professional development in enhancing pedagogical competence. For instance, Nguyen et al. (2023) highlighted that teachers with deep knowledge of their subject are better equipped to foster student engagement and understanding. Similarly, Smith
<table><caption>Table 4. Level of Public Elementary Educators' Pedagogical Capability When Grouped According to Educational Attainment</caption><thead><tr><th>Educational Attainment</th><th></th><th>Mean Value</th><th>Description</th></tr></thead><tbody><tr><td rowspan="4"><strong>Bachelor's Degree</strong></td><td>Professional Knowledge</td><td>3.71</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.86</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.49</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.07</td><td>High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>3.78</td><td>High</td></tr><tr><td rowspan="4"><strong>Master's Degree</strong></td><td>Professional Knowledge</td><td>3.75</td><td>High</td></tr><tr><td>Instructional Skills</td><td>4.03</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.47</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.13</td><td>High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>3.85</td><td>High</td></tr><tr><td rowspan="4"><strong>Doctorate Degree</strong></td><td>Professional Knowledge</td><td>4.25</td><td>Very High</td></tr><tr><td>Instructional Skills</td><td>4.30</td><td>Very High</td></tr><tr><td>Personal Attributes</td><td>3.65</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.55</td><td>Very High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>4.19</td><td>High</td></tr></tbody></table>

<table><caption>Table 5. Level of Public Elementary Educators' pedagogical capability When Grouped According to Years of Service</caption><thead><tr><th>Years of Service</th><th></th><th>Mean Value</th><th>Description</th></tr></thead><tbody><tr><td rowspan="4"><strong>Less Than 1 Year</strong></td><td>Professional Knowledge</td><td>3.51</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.98</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.20</td><td>Moderate</td></tr><tr><td>Ethical Standards</td><td>4.00</td><td>High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>3.67</td><td>High</td></tr><tr><td rowspan="4"><strong>1-10 years</strong></td><td>Professional Knowledge</td><td>3.60</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.85</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.40</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.17</td><td>High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>3.76</td><td>High</td></tr><tr><td rowspan="4"><strong>More than 10 years</strong></td><td>Professional Knowledge</td><td>3.88</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.98</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.61</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.03</td><td>High</td></tr><tr><td><em>Overall Pedagogical Competence</em></td><td></td><td>3.88</td><td>High</td></tr></tbody></table>

and Brown (2020) reported that diverse teaching strategies improve student performance, particularly when teachers adapt their methods to cater to different learning styles. Additionally, Parker et al. (2024) emphasized that educators who practice fairness and demonstrate patience foster a positive learning atmosphere, contributing to stronger teacher-student relationships and a supportive classroom culture.

### 3.6 Level of Public Elementary Educators' Pedagogical Capability When Grouped According to Grade Handled

The Table 6 shows elementary educators' level of pedagogical capability when grouped according to the grade they handle. The lowest

mean value is observed in the "Personal Attributes" category for educators handling multigrade classes, with a mean of 3.35, indicating a "High" level. This suggests that while these educators are competent, there may be room for improvement in personal attributes such as adaptability and interpersonal skills, which are crucial for managing diverse student groups effectively.

Conversely, the highest mean value is found in the "Ethical Standards" category for educators handling intermediate grades (Grade 4-6), with a mean of 4.17, indicating a "High" level. This implies that these educators demonstrate strong ethical standards, which could positively influence their teaching practices and student
interactions. High ethical standards are essential for creating a trustworthy and respectful learning environment, which can enhance student engagement and learning outcomes.

These findings align with recent literature emphasizing the importance of ethical standards and personal attributes in teaching. For instance, Juanda et al. (2023) demonstrated that strategies to improve teachers' pedagogical skills in science resulted in significant improvements in their teaching practices, as evidenced by measurable gains in student engagement and comprehension. This underscores the importance of continuous professional development in enhancing educators' capability. Similarly, Tschannen-Moran and Hoy (2001) also highlighted that educators pedagogical capability plays a vital role in shaping how they approach their lessons. Educators with higher levels of self-efficacy are more likely to adopt student-centered practices, fostering critical thinking and more profound understanding among learners. This is particularly relevant for educators handling intermediate grades, where strong ethical standards and self-efficacy can significantly impact student outcomes.

## 3.7 Significant Difference Between Educators' Pedagogical Capability When Grouped According to Their Demographic Profile (Within Groups)

The table 7 summarizes the analysis of variance (ANOVA) and independent samples t-test results for each factor and aspect of pedagogical capability. The analysis highlights significant differences in educators pedagogical capability when grouped by demographic factors such as age, sex, years of experience, educational attainment, and grades handled. ANOVA was employed to assess the variance among groups for multi-category factors, while independent samples t-tests examined differences for binary categories. Significant differences in professional knowledge, instructional skills, personal attributes, and ethical standards were observed across specific demographic factors, underscoring the nuanced relationship between teacher characteristics and teaching effectiveness.

Age emerged as a critical factor influencing all dimensions of educators' pedagogical capability, with older teachers performing better, as evidenced by the significant F-values across the board (e.g., F = 19.941, p < 0.001 for professional knowledge). This finding aligns with

Shulman's (1986) pedagogical content knowledge (PCK) theory, which emphasizes the importance of experience in merging content expertise with pedagogical practices. The improved capability of older teachers likely reflects the cumulative benefits of teaching experience, including their ability to adapt strategies to meet diverse learners' needs. This is supported by a recent study (Andres et al., 2021), which found that teachers with more years in service exhibited stronger instructional strategies and professional adaptability.

Sex showed significant differences in personal attributes and ethical standards, with females scoring higher in these dimensions (t = -2.008, p = 0.046; t = -2.189, p = 0.030). This suggests that gender-related factors may influence traits like empathy and ethical decision-making, which are integral to effective teaching. These results are consistent with the findings of Zheng (2022), who noted that female teachers often demonstrate higher levels of relational skills and classroom ethics, fostering stronger student connections. However, no significant differences were observed in professional knowledge or instructional skills, highlighting that gender does not universally impact teaching competence.

Interestingly, educational attainment did not significantly influence any dimension of pedagogical competence, challenging the assumption that higher academic qualifications equate to better teaching skills. This aligns with findings from Smith and Gillespie (2023), which suggest that while formal education is essential for foundational knowledge, experience and continuous professional development enhance teaching effectiveness. Shulman (1986) emphasized integrating content and pedagogy as critical for competence, which might explain why educational attainment alone is insufficient. The findings suggest that institutions should focus more on experiential learning and mentorship to improve teachers' PCK.

## 3.8 Post Hoc Analysis Between Groups with Significant Differences

This table 8 focuses exclusively on the significant results of Tukey's post hoc tests. This further explains which among the groups has a significant difference from the other groups. This is helpful to determine which group, according to demographic profile, has higher pedagogical capabilities. The post hoc analysis highlights significant group differences in pedagogical
<table><caption>Table 6. Level of Public Elementary Educators' Pedagogical Capability When Grouped According to Grade Handled</caption><thead><tr><th>Grade Handled</th><th></th><th>Mean Value</th><th>Description</th></tr></thead><tbody><tr><td rowspan="4">Primary Grade (Grade 3)</td><td>Professional Knowledge</td><td>3.76</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.93</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.57</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.08</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.83</td><td>High</td></tr><tr><td rowspan="4">Intermediate Grade (Grade 4-6)</td><td>Professional Knowledge</td><td>3.68</td><td>High</td></tr><tr><td>Instructional Skills</td><td>4.04</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.55</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.17</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.86</td><td>High</td></tr><tr><td rowspan="4">Multigrade</td><td>Professional Knowledge</td><td>3.75</td><td>High</td></tr><tr><td>Instructional Skills</td><td>3.77</td><td>High</td></tr><tr><td>Personal Attributes</td><td>3.35</td><td>High</td></tr><tr><td>Ethical Standards</td><td>4.04</td><td>High</td></tr><tr><td>Overall Pedagogical Competence</td><td></td><td>3.73</td><td>High</td></tr></tbody></table>
<table><caption>Table 7. Significant Difference Between Educators' Pedagogical Capability When Grouped According to Their Demographic Profile (Within Groups)</caption><thead><tr><td>Factor</td><td>Professional Knowledge</td><td>Instructional Skills</td><td>Personal Attributes</td><td>Ethical Standards</td><td>Overall Pedagogical Competence</td></tr></thead><tbody><tr><td>Age</td><td>Significant differences (F=19.941, p&lt;.001)</td><td>Significant differences (F=11.228, p&lt;.001)</td><td>Significant differences (F=6.550, p&lt;.001)</td><td>Significant differences (F=10.260, p&lt;.001)</td><td>Significant differences (F=11.116, p&lt;.001)</td></tr><tr><td>Sex</td><td>Not significant (t=0.162, p=0.871)</td><td>Not significant (t=-0.005, p=0.996)</td><td>Significant differences (t=-2.008, p=0.046)</td><td>Significant differences (t=-2.189, p=0.030)</td><td>Not significant (t=-1.343, p=0.181)</td></tr><tr><td>Years of Experience</td><td>Significant differences (F=5.376, p=0.005)</td><td>Not significant (F=1.225, p=0.296)</td><td>Significant differences (F=3.064, p=0.049)</td><td>Not significant (F=1.237, p=0.292)</td><td>Not significant (F=1.750, p=0.176)</td></tr><tr><td>Educational Attainment</td><td>Not significant (F=1.324, p=0.268)</td><td>Not significant (F=2.416, p=0.092)</td><td>Not significant (F=0.102, p=0.903)</td><td>Not significant (F=1.055, p=0.350)</td><td>Not significant (F=1.465, p=0.233)</td></tr><tr><td>Grade Handled</td><td>Not significant (F=0.283, p=0.754)</td><td>Significant differences (F=3.461, p=0.033)</td><td>Not significant (F=2.063, p=0.130)</td><td>Not significant (F=0.647, p=0.525)</td><td>Not significant (F=1.319, p=0.270)</td></tr></tbody></table>
<table><caption>Table 8. Post Hoc Analysis Between Groups with Significant Differences</caption><thead><tr><th>Aspect</th><th>Factor</th><th>Comparison</th><th>Mean Difference</th><th>SE</th><th>T</th><th>p (Tukey)</th></tr></thead><tbody><tr><td rowspan="4">Professional Knowledge</td><td rowspan="4">Age</td><td>Below 25 vs. 25-40</td><td>0.675</td><td>0.112</td><td>6.006</td><td>&lt; 0.001</td></tr><tr><td>Below 25 vs. 41-55</td><td>0.759</td><td>0.128</td><td>5.934</td><td>&lt; 0.001</td></tr><tr><td>Below 25 vs. 56+</td><td>1.101</td><td>0.158</td><td>6.965</td><td>&lt; 0.001</td></tr><tr><td>25-40 vs. 56+</td><td>-0.426</td><td>0.138</td><td>-3.079</td><td>0.012</td></tr><tr><td rowspan="2">Instructional Skills</td><td rowspan="2">Age</td><td>25-40 vs. 41-55</td><td>-0.480</td><td>0.100</td><td>-4.814</td><td>&lt; 0.001</td></tr><tr><td>25-40 vs. 56+</td><td>-0.579</td><td>0.135</td><td>-4.298</td><td>&lt; 0.001</td></tr><tr><td rowspan="2">Grade Handled</td><td rowspan="2">Age</td><td>Intermediate vs. Multigrade</td><td>0.269</td><td>0.103</td><td>2.615</td><td>0.026</td></tr><tr><td>Below 25 vs. 41-55</td><td>0.575</td><td>0.145</td><td>3.975</td><td>&lt; 0.001</td></tr><tr><td rowspan="3">Personal Attributes</td><td rowspan="3">Age</td><td>Below 25 vs. 56+</td><td>0.532</td><td>0.179</td><td>2.975</td><td>0.017</td></tr><tr><td>25-40 vs. 41-55</td><td>-0.342</td><td>0.116</td><td>-2.958</td><td>0.018</td></tr><tr><td>Below 25 vs. 56+</td><td>0.567</td><td>0.168</td><td>3.369</td><td>0.005</td></tr><tr><td rowspan="2">Ethical Standards</td><td rowspan="2">Age</td><td>25-40 vs. 56+</td><td>-0.779</td><td>0.147</td><td>-5.296</td><td>&lt; 0.001</td></tr><tr><td>41-55 vs. 56+</td><td>-0.780</td><td>0.161</td><td>-4.853</td><td>&lt; 0.001</td></tr><tr><td rowspan="4">Overall Pedagogical Competence</td><td rowspan="4">Age</td><td>Below 25 vs. 41-55</td><td>0.349</td><td>0.103</td><td>3.384</td><td>0.005</td></tr><tr><td>Below 25 vs. 56+</td><td>0.643</td><td>0.127</td><td>5.048</td><td>&lt; 0.001</td></tr><tr><td>25-40 vs. 41-55</td><td>-0.226</td><td>0.082</td><td>-2.741</td><td>0.033</td></tr><tr><td>25-40 vs. 56+</td><td>-0.521</td><td>0.111</td><td>-4.672</td><td>&lt; 0.001</td></tr></tbody></table>
competence dimensions when grouped by age and grades handled. These comparisons provide insights into the variations in teaching effectiveness across demographic factors and underscore the areas requiring targeted support or intervention.

Regarding professional knowledge, younger teachers (below 25 years old) consistently scored lower than all other age groups. For instance, the mean difference between teachers below 25 and those aged 56+ was 1.101 (p < 0.001). This finding highlights the critical role of experience in enhancing professional knowledge, as older teachers benefit from years of exposure to teaching environments and continuous learning. Jacob et al. (2020) emphasized that teaching experience enhances the ability to connect theoretical frameworks with classroom practices, leading to more effective pedagogy. Additionally, Darling-Hammond et al. (2019) suggest that professional development programs are crucial in helping novice teachers build foundational knowledge and closing the gap with more experienced educators. Shulman's (1986) pedagogical content knowledge theory also underscores the importance of synthesizing subject matter knowledge with pedagogy, a skill that develops over time.

Significant differences in instructional skills were observed based on age and grades handled. Teachers aged 25-40 exhibited weaker instructional skills compared to those aged 41-55 (MD = -0.480, p < 0.001) and 56+ (MD = -0.579, p < 0.001). This suggests that teachers develop more refined instructional techniques as they grow older. Moreover, differences were observed between teachers handling intermediate grades and those teaching multigrade classrooms (MD = 0.269, p = 0.026). Research by Recla and Potane (2023) highlights that multigrade teachers face unique challenges in planning and delivering instruction, given their students' diverse age and ability levels. Conversely, teachers handling intermediate grades benefit from structured curriculums and homogenous learner groups, enabling them to focus on specific instructional strategies. Galope (2024) emphasized the role of mentoring programs in equipping multigrade teachers with practical techniques to overcome these challenges.

Age-related differences in personal attributes were notable, with younger teachers (below 25) scoring lower than older groups. For instance, those below 25 scored significantly lower than

those aged 41-55 (MD = 0.575, p < 0.001) and 56+ (MD = 0.532, p = 0.017). Similarly, teachers aged 25-40 exhibited weaker attributes than those aged 41-55 (MD = -0.342, p = 0.018). These findings suggest that personal attributes, such as empathy, emotional regulation, and adaptability, improve with age and experience. Wang et al. (2024) observed that older teachers demonstrate greater emotional resilience, enabling them to manage classroom challenges effectively. Similarly, Osher et al. (2021) argued that personal attributes are shaped by prolonged exposure to diverse teaching scenarios, further validating Shulman's (1986) perspective that teaching involves not just technical skills but also intrinsic qualities like empathy and perseverance.

Significant differences in ethical standards were observed across age groups. Teachers aged 25-40 and 41-55 scored significantly lower than those aged 56+ (e.g., MD = -0.779, p < 0.001 and MD = -0.780, p < 0.001, respectively). Younger teachers (below 25) scored lower than those aged 56+ (MD = 0.567, p = 0.005). This trend reflects how ethical decision-making and adherence to professional standards are refined through experience. Swargiary (2024) emphasize that older teachers often develop a more profound ethical responsibility through years of navigating complex classroom and institutional dynamics. Batool (2023) further argue that mentorship plays a crucial role in instilling ethical values in younger teachers, fostering a culture of integrity and professionalism.

In the overall assessment of pedagogical capabilities, younger teachers (below 25) consistently lagged behind older groups. For example, they scored significantly lower than those aged 41-55 (MD = 0.349, p = 0.005) and 56+ (MD = 0.643, p < 0.001). Teachers aged 25-40 also scored lower than older groups (e.g., MD = -0.521, p < 0.001 with 56+). These findings highlight the cumulative impact of age and experience on overall teaching effectiveness. According to Tejada and Catama (2024), structured mentorship and professional development programs are essential for bridging the competence gap among novice teachers. Additionally, Rathod's (2023) emphasis on integrating knowledge, skills, and values further supports the view that effective teaching evolves through continuous learning and reflection.

## 5. CONCLUSION

The analysis reveals significant differences in educators' pedagogical capability among
elementary educators when grouped by demographic factors such as age, sex, years of experience, educational attainment, and grades handled. Age emerged as a critical factor, with older teachers demonstrating higher professional knowledge, instructional skills, personal attributes, ethical standards, and overall pedagogical competence. This finding underscores the importance of experience in enhancing teaching effectiveness, aligning with Shulman's pedagogical content knowledge (PCK) theory, which emphasizes integrating subject matter knowledge with pedagogical skills. The improved capabilities of older teachers likely reflect the cumulative benefits of teaching experience, including their ability to adapt strategies to meet diverse learners' needs.

Sex differences were significant in personal attributes and ethical standards, with female educators scoring higher in these dimensions. This suggests that gender-related factors may influence traits like empathy and ethical decision-making, which are integral to effective teaching. However, no significant differences were observed in professional knowledge or instructional skills based on sex. Years of experience significantly influenced professional knowledge and personal attributes, highlighting the role of experience in developing these competencies. Interestingly, educational attainment did not considerably impact any dimension of pedagogical capabilities, suggesting that higher academic qualifications alone do not equate to better teaching skills. This finding emphasizes the importance of practical experience and continuous professional development, further supporting Shulman's PCK theory that effective teaching evolves by integrating knowledge, skills, and values.

While the study offers valuable insights, it is not without limitations. The sample was localized to one district, which may limit the generalizability of the findings to broader contexts. Additionally, the study focused solely on self-reported data, which may be subject to biases. Despite these limitations, the findings align with key educational theories such as Shulman's (1987) framework on teacher knowledge and Kolb's (1993) experiential learning theory, both of which emphasize the role of experience in developing pedagogical competence. The research contributes to the field by highlighting practical advantages, including the identification of demographic factors that can inform professional development strategies. By emphasizing the

value of mentorship and experience-based learning, the study provides a basis for enhancing teacher training and retention programs in public elementary schools.

## 6. RECOMMENDATION

Based on the findings of this study, the following recommendations are proposed for the intended beneficiaries:

The significant differences in pedagogical capabilities based on age and years of experience suggest a need for tailored professional development programs. DepEd officials should develop and implement training programs that address the specific needs of younger and less experienced teachers, focusing on enhancing their professional knowledge and personal attributes. Additionally, integrating continuous professional development opportunities into the curriculum can help teachers stay updated with the latest teaching strategies and scientific advancements.

School Administrators and school heads should use these findings to develop strategies that enhance teacher capabilities. Organizing mentorship programs where experienced teachers can guide younger colleagues can help bridge the capabilities gap. Regular workshops and training sessions focusing on ethical standards and instructional skills can also be beneficial. By understanding the barriers to effective in teaching, administrators can implement targeted interventions to improve teacher preparedness and the quality of instruction.

Educators should actively seek opportunities for professional growth and development. Participating in workshops, training sessions, and mentorship programs can help improve their pedagogical skills. Teachers should also focus on enhancing their personal attributes, such as empathy and adaptability, to create a more inclusive and supportive classroom environment. By adopting better teaching practices, teachers can engage more effectively with students and improve learning outcomes.

The ultimate beneficiaries of improved pedagogical capabilities are the students. Teachers who are well-prepared and continuously developing their skills can foster an environment where students develop a deeper understanding of scientific concepts and improve
their critical thinking skills. Students should be encouraged to actively participate in classroom activities and engage with the material to maximize their learning experiences.

The results of this study provide a foundation for further exploration into teacher capabilities in education. Future researchers should investigate the factors contributing to higher pedagogical capabilities among different demographic groups. Longitudinal studies tracking changes in teacher competence over time can provide valuable insights into the effectiveness of professional development programs. Additionally, exploring innovative teaching strategies and their impact on student outcomes can help develop more effective teacher training programs.

## CONSENT AND ETHICAL APPROVAL

This study was carried out in strict adherence to recognized ethical standards to ensure the protection of participants' rights, dignity, and overall well-being. Prior to the commencement of data collection, the researcher secured all necessary permissions from appropriate institutional bodies, including an endorsement from the Dean of the Graduate School and ethical clearance from the designated Ethics Review Committee. The ethical procedures followed the guidelines established by Pregoner et al. (2025), ensuring alignment with contemporary protocols for research involving human subjects within educational settings. Participation was entirely voluntary, and all individuals involved were fully informed about the study's objectives, methods, and their right to decline or withdraw at any stage without any negative consequences. Informed consent was obtained to confirm their understanding and agreement to participate. To protect participants' privacy and confidentiality, no identifying information was collected, and all responses were treated with the utmost discretion. The data gathered were used exclusively for scholarly purposes. These measures guaranteed that the research was conducted with ethical responsibility, openness, and respect for every participant involved.

## DISCLAIMER (ARTIFICIAL INTELLIGENCE)

The author(s) hereby declare that generative AI technologies have been used during the writing and editing of this manuscript. The details of the AI usage are as follows:

1. Grammarly: Used for grammar and spellchecking, as well as suggestions for improving sentence structure and overall clarity.

2. Quillbot: Employed for paraphrasing and refining sentence flow to enhance readability and coherence.

## COMPETING INTERESTS

Authors have declared that no competing interests exist.

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