Teachers’ Competence and Performance in Inclusive Literacy Practices for Diversity-Focused Educational Environment

Abstract

This study investigated the competence, performance, and inclusive literacy practices of elementary educators in the Mercedes District. Utilizing a quantitative descriptive-correlational design, the research assessed performance through IPCRF ratings and inclusive practices via a validated questionnaire. Teachers achieved an "Outstanding" performance level across all Key Result Areas, particularly in Content Knowledge and Pedagogy. Inclusive literacy dimensions were consistently practiced, with Assessment and Evaluation and Cultural Competencies emerging as the most evident practices. Correlation analysis revealed significant positive relationships between professional competence and inclusive practices, notably between Community Linkages and Cultural Competencies. Conversely, challenges were "sometimes experienced," with Differentiated Instruction and Instructional Strategies identified as the primary obstacles. A significant negative relationship confirms that increased proficiency in inclusive practices reduces the frequency of encountered challenges. While teachers exhibit high professional mastery and a strong commitment to equity, environmental barriers such as resource scarcity and rigid curriculum planning hinder seamless implementation. The results suggest that teacher willpower alone is insufficient; institutional support is vital to mitigating obstacles in diversity-focused environments. The study proposes Project MELODY (Mobilizing Educators for Literacy Optimization and Diversity-Yielding Practices) to bridge gaps in action research and community mobilization. Recommendations include providing greater administrative flexibility for differentiation, prioritizing funds for diverse literacy tools, and establishing peer-mentoring systems through School-based Learning Action Cells (SLAC).