Effective teaching in teacher education institutions shapes pre-service teachers' classroom readiness, yet empirical evidence on the relationship between faculty competency ratings and student outcomes remains limited in the local literature. This study examined that relationship among 82 faculty members of a College of Teacher Education at a state university in Zambales, Philippines, and tested whether those ratings differ significantly by subject taught and academic rank. Specifically, it (a) profiled faculty ratings across four institutional subscales, (b) tested between-group differences by discipline and rank, and (c) measured the strength of association among the subscales.
The study employed a quantitative correlational and comparative design using student-evaluation responses from faculty members across two academic years (2024–2026) of the institutional Quality Assurance and Compliance Evaluation. To assess teaching competency, the institution’s 20-item Likert instrument was used, which clustered the items into four subscales, namely, Management of Teaching and Learning, Knowledge of the Subject, Teaching for Independent Learning, and Management Learning. Data were analyzed using Kruskal-Wallis H tests to determine the differences between groups and Spearman rho to determine the correlation.
The faculty was consistently rated as “Outstanding” in all areas of evaluation. Although the ratings of teachers by subject in some areas varied, the academic rank of the teachers did not affect their results. The strong association between these skills indicates that teaching skills operate as a system and not as separate talents. As such, schools should move away from treating teaching skills as isolated skills and instead should implement training programs that are comprehensive and specific to the needs of each subject.