School Climate, Instructional Styles, Digital Competence, and Performance of Teachers: Implications for Educational Intervention

This study examined the school climate, instructional styles, digital competence, the performance of teachers in one of the Schools Division Offices in the Negros Island Region during the School Year 2026-2027. It also determined whether these variables differed according to teachers' age, sex, subject specialization, teaching experience, and educational attainment. The study used a descriptive-comparative-correlational research design involving 270 permanent public elementary and secondary school teachers. Data were gathered through validated questionnaires and teachers' IPCRF ratings. Results showed that teachers demonstrated a high level of instructional styles, a very high level of digital competence, and a very high perception of school climate. Teacher performance was rated outstanding. Significant differences were found in instructional styles according to sex, in digital competence according to sex and subject specialization, and in teacher performance according to age, subject specialization, teaching experience, and educational attainment. No significant differences were found in school climate across profile variables. Furthermore, instructional styles were not significantly related to teacher performance. However, digital competence and school climate showed significant positive relationships with teacher performance.

School Climate; Instructional Style; Digital Competence; Performance of Teachers; Educational Intervention.

1. Alang, A., & Ebisa, E. (2025). Digital competence and instructional adaptability as predictors of IPCRF ratings. Psychology and Education: A Multidisciplinary Journal, 44(3), 370–382. https://doi.org/10.70838/pemj.440308 (doi.org in Bing) [Google Scholar] [Crossref]

2. Alcontin, R. (2021). Teachers’ digital competence and professional development in Philippine schools. Philippine Journal of Education and Technology, 5(2), 45–60. [Google Scholar] [Crossref]

3. Alvarez, C., & Dela Cruz, M. (2025). Institutional support, transparent processes, and teacher commitment in Negros Occidental schools. International Journal of Multidisciplinary: Applied Business and Education Research, 7(2), 145–156. [Google Scholar] [Crossref]

4. Bacus, R., Picardal, J., Perez, L., & Balo, M. (2024). Predictors of teaching performance under RPMS among beginning teachers across 16 regions. International Journal of Education, Humanities and Social Sciences, 8(4), 233–245. [Google Scholar] [Crossref]

5. Balauro, M., & Agatep, J. L. E. (2026). Digital competence and instructional effectiveness among public elementary teachers in Zambales using the DigCompEdu framework and PPST. International Journal of Education, Humanities and Social Sciences, 9(1), 1300–1312. [Google Scholar] [Crossref]

6. Bautista, R. (2022). Policies and administration responsiveness: Impact on teacher stress and classroom performance in Ilocos Norte. Philippine Journal of Educational Policy Studies, 5(2), 88–101. [Google Scholar] [Crossref]

7. Benjamin, R. (2025). Teacher Instructional Style Questionnaire. Unpublished instrument, University of the Philippines. [Google Scholar] [Crossref]

8. Cruz, A., & Estacio, B. (2020). Gender dynamics in school climate perceptions and performance ratings. Philippine Social Science Journal, 3(1), 55–67. [Google Scholar] [Crossref]

9. Cubos-Genise, L. (2023). Interpersonal relationships, mentoring, and institutional support across teacher age groups in Negros Occidental. International Journal of Multidisciplinary: Applied Business and Education Research, 5(6), 321–333. [Google Scholar] [Crossref]

10. Datoon, J., & Consigna, P. (2026). Pedagogical capabilities and curriculum planning gaps among proficient teachers at Bislig City National High School. International Journal of Advanced Multidisciplinary Studies, 7(1), 112–124. [Google Scholar] [Crossref]

11. Dela Cruz, M. (2023). Subject specialization and instructional strategies in Philippine secondary education. Philippine Journal of Teacher Education, 9(2), 201–214. [Google Scholar] [Crossref]

12. Delos Santos, R. (2022). The influence of postgraduate qualifications on IPCRF ratings and instructional innovation. International Journal of Education, Humanities and Social Sciences, 7(3), 276–288. [Google Scholar] [Crossref]

13. Department of Education. (2026). DepEd Order No. 009, s. 2026: Implementing guidelines on the three-term school calendar. Department of Education, Philippines. [Google Scholar] [Crossref]

14. Department of Education. (2023). DepEd Memorandum No. 008, s. 2023: Multi-year guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers (RPMS-PPST) for school years 2022–2023, 2023–2024, and 2024–2025. https://www.deped.gov.ph [Google Scholar] [Crossref]

15. Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph [Google Scholar] [Crossref]

16. Department of Education. (2017). Philippine Professional Standards for Teachers (PPST). Department of Education, Philippines [Google Scholar] [Crossref]

17. Department of Education. (2018). Implementation of the Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST). https://www.deped.gov.ph [Google Scholar] [Crossref]

18. De Vera, M., Santos, J., & Ramirez, L. (2021). Technology integration and instructional challenges among Filipino teachers in online learning environments. Asia Pacific Journal of Educational Research, 9(1), 112–130. [Google Scholar] [Crossref]

19. Eben, J., & Escarlos, P. (2026). Professional development, digital proficiency, and instructional competence among secondary teachers in Bukidnon. International Journal of Education, Humanities and Social Sciences, 9(2), 221–233. [Google Scholar] [Crossref]

20. Fontanilla, R., Trozo, M., Laturgo, S., Osiba, K., Labandero, J., & Cayogyog, L. (2026). Instructional supervision and school climate perceptions among secondary teachers in Region XI. Philippine Journal of Educational Leadership, 12(1), 77–92. [Google Scholar] [Crossref]

21. Froiland, J. M. (2021). Gender nuances in school climate: Perceptions of safety and collegial support. Journal of School Psychology, 85(2), 45–59. [Google Scholar] [Crossref]

22. Garcia, L., & Mendoza, R. (2024). Transformational leadership and school climate: Fostering collaboration, innovation, and adaptability in Nueva Ecija schools. International Journal of Multidisciplinary: Applied Business and Education Research, 6(4), 312–325. [Google Scholar] [Crossref]

23. Hero, J. L., Cruz, A., & Villanueva, P. (2021). ICT practices of teachers in the Philippines: Implications for faculty development. International Journal of Pedagogical Innovations, 7(3), 25–40. [Google Scholar] [Crossref]

24. Lopez, A. (2024). Age and teaching experience as predictors of innovation and classroom management. Philippine Journal of Teacher Development, 8(2), 144–158. [Google Scholar] [Crossref]

25. Lopez, A., & Ramos, J. (2023). Peer mentoring and professional learning communities: Impact on teacher satisfaction and instructional effectiveness in Cebu. International Journal of Education, Humanities and Social Sciences, 7(1), 98–110. [Google Scholar] [Crossref]

26. Macaraeg, P., Gante, J., & Galay-Limos, M. (2026). Compliance versus creativity: An assessment of IPCRF ratings among public secondary school teachers in Nueva Ecija. International Journal of Advanced Multidisciplinary Studies, 7(2), 201–214. [Google Scholar] [Crossref]

27. Oplas, R. (2024). Educational attainment, teaching experience, and leadership practices: Factors shaping instructional adaptability and IPCRF ratings. Philippine Journal of Educational Policy Studies, 6(1), 65–78. [Google Scholar] [Crossref]

28. Organisation for Economic Co-operation and Development (OECD). (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en [Google Scholar] [Crossref]

29. Panelo, S., Valenzuela, T., Bides, K., & Bustarga, H. (2026). Content knowledge, pedagogy, and assessment practice gaps among elementary school teachers in Abra. International Journal of Multidisciplinary: Applied Business and Education Research, 7(5), 455–468. [Google Scholar] [Crossref]

30. Pimentel, J. (2026). Educational attainment and access to professional development opportunities in Antique. International Journal of Education, Humanities and Social Sciences, 9(3), 301–315. [Google Scholar] [Crossref]

31. Ramirez, F., Gersana, L., & Cabrejas, J. (2026). Pedagogical innovation skills and teaching styles as predictors of 21st century teaching competencies. International Journal of Education, Humanities and Social Sciences, 9(2), 245–258. [Google Scholar] [Crossref]

32. Ramirez, F. (2021). Age and specialization as determinants of digital competence and classroom management in Bacolod City. Philippine Journal of Teacher Education, 7(1), 55–68. [Google Scholar] [Crossref]

33. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y. Punie, Ed.). EUR 28775 EN, Publications Office of the European Union. https://doi.org/10.2760/159770 [Google Scholar] [Crossref]

34. Remandaban, K., Angangan, P., Gaviola, S., Cabolao, M., & Olarte, J. (2026). Structured peer cooperation, professional learning communities, and leadership agility among novice and experienced teachers. Philippine Journal of Teacher Development, 10(1), 77–90. [Google Scholar] [Crossref]

35. Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

36. Reyes, D. (2024). The multidimensional structure of school climate: Workplace dimensions and subject specialization dynamics in Philippine schools. Philippine Journal of Educational Policy Studies, 6(2), 134–148. [Google Scholar] [Crossref]

37. Riego, A. V., & Aldeguer, C. A. (2025). Experiences, challenges, and teaching strategies: Basis for classroom interactive performance. International Journal of Multidisciplinary: Applied Business and Education Research, 6(5), 321–332. [Google Scholar] [Crossref]

38. Santos, R., & Villanueva, P. (2025). Resource availability and supportive atmospheres: Cultivating integrative instructional strategies in Metro Manila schools. International Journal of Education, Humanities and Social Sciences, 8(1), 101–115. [Google Scholar] [Crossref]

39. Saucejo, M., & Mohammad, A. (2026). Instructional leadership and 21st century pedagogy: Predictors of critical thinking and student outcomes in science education. Philippine Journal of Science Education, 12(3), 211–225. [Google Scholar] [Crossref]

40. Tuquib, J., Damiles, R., Fernandez, H., Gastador, L., Lleses, P., Sareno, K., & Nery, M. (2026). Demographics, competence, and organizational support: An analysis of IPCRF ratings of public school teachers in Bukidnon. International Journal of Multidisciplinary: Applied Business and Education Research, 7(6), 401–415. [Google Scholar] [Crossref]

41. Turtoga, G. C., Estillore, M., Arcana, J., & Baura, P. (2026). Linking school climate, mental wellbeing, and job satisfaction of public elementary school teachers: Basis for district-based learning action cell. International Journal of Advanced Multidisciplinary Studies, 6(1), 1233–1247. [Google Scholar] [Crossref]

42. Villanueva, P. (2022). Postgraduate qualifications, teaching experience, and generational differences as predictors of IPCRF scores in Negros Occidental. Philippine Journal of Teacher Education, 8(2), 166–179. [Google Scholar] [Crossref]

43. Wong, L., Sy, J., & Wong, R. (2025). Generational gaps, institutional support, and mindsets toward ICT integration among public school teachers in Romblon. International Journal of Education, Humanities and Social Sciences, 8(2), 189–202. [Google Scholar] [Crossref]

44. Yongco, R. (2026). Leadership styles, transformational guidance, and student-centered instructional styles in Philippine secondary schools. International Journal of Education, Humanities and Social Sciences, 9(4), 412–425. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study