Examining the Relationship of Perceived Instructional Competence and Classroom Climate to Students’ Communicative Ability

Abstract

This study examined the relationship among instructional competence, classroom climate, and learners’ communicative ability. Specifically, it determined teachers' instructional competence in terms of mastery of subject matter, teaching skills, classroom management, and evaluation skills; the level of classroom climate; and the level of learners’ communicative ability. It also investigated the significant relationships between instructional competence and communicative ability, as well as between classroom climate and communicative ability. A quantitative descriptive-correlational research design was employed, utilizing validated survey questionnaires to collect data from the respondents. The findings revealed that instructional competence and classroom climate were both perceived at a very high level, while communicative ability was rated as high. Furthermore, statistically significant positive relationships were found between instructional competence and communicative ability, and between classroom climate and communicative ability, thereby rejecting the null hypotheses. These findings suggested that communicative success among secondary learners was as much a product of the psychosocial classroom environment as it was of the teacher’s technical mastery. Based on these findings, it was recommended that teachers continue to enhance their instructional practices and foster a supportive classroom environment to further improve students’ communication skills. The study was limited by its reliance on participant-provided responses from a specific group of Grade 9 and Grade 10 respondents; thus, future research may include a broader population and other variables such as motivation and learning strategies.