Collaborative Expertise, Instructional Skills, Individual Performance Commitment and Review Form (IPCRF), and Key Stage 2 Learners’ Academic Performance: Inputs to an Individual Development Plan
DOI:
https://doi.org/10.64612/ijiv.v2i8.208Keywords:
collaborative expertise, instructional skills, IPCRF, Key Stage 2, academic performanceAbstract
The study examined teachers' collaborative expertise, instructional skills, Individual Performance Commitment and Review Form (IPCRF) ratings, and Key Stage 2 learners' academic performance as inputs to an Individual Development Plan. A quantitative descriptive-correlational research design was employed among elementary teachers in selected public schools in District III of the Schools Division of Kabankalan City during School Year 2025–2026. Data were gathered through a validated researcher-developed questionnaire, teachers' IPCRF ratings, and learners' literacy and numeracy assessment results. Descriptive statistics, Mann–Whitney U-test, Kruskal–Wallis H-test, and Spearman's rank-order correlation were used to analyze the data. The findings showed that teachers demonstrated proficient levels of collaborative expertise and instructional skills and obtained very satisfactory IPCRF ratings. Key Stage 2 learners demonstrated highly proficient performance in addition, proficient performance in subtraction, multiplication, and overall numeracy, nearly proficient performance in division, and instructional-level performance in literacy. Collaborative expertise was significantly and positively related to instructional skills. Significant differences were also identified in mentorship according to age, content knowledge and pedagogy according to the number of trainings attended, and diversity of learners according to age. Selected dimensions of collaborative expertise, particularly mentorship and cooperative learning and collaborative instructional development, were significantly associated with learners' numeracy performance, whereas most teacher-related variables were not significantly associated with literacy performance or IPCRF ratings. The findings provided empirical bases for strengthening teacher mentoring, collaborative professional learning, instructional development, and targeted literacy and numeracy interventions through an Individual Development Plan.
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Copyright (c) 2026 Maureen C. Guinanao, Saturnino T. Pabalinas Jr.
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