Professional Development and Social Support Networks on Instructional Competence of Novice Basic Education Teachers

Abstract

The primary aim of this study was to determine the predictors of instructional competence among novice basic education teachers, considering professional development and social support networks for the school year 2024-2025. The participants in the study were randomly selected public elementary and secondary school teachers from the Valencia City division. The study utilized a descriptive -correlational research design. The statistical techniques employed were descriptive statistics, correlation, and regression analysis.
Descriptive analysis indicated that commitment to ongoing learning consistently emerges as the strongest predictor. The research results suggested that novice teachers who are more committed to continuous professional growth tend to demonstrate higher instructional competence. On the other hand, engagement in collaborative learning also showed a significant contribution, indicating that participation in collaborative activities such as peer discussions and group learning enhances instructional competence. The results implied that instructional competence among novice basic education teachers is significantly influenced by both their commitment to professional growth and the level of support they receive from their environment. Teachers who actively engage in continuous learning and collaborative practices, while also receiving strong support from their community and peers, are more likely to demonstrate higher instructional competence.