Competencies and Work Performance of Beginning Reading Teachers in Public Elementary Schools

This study determined the competencies and work performance of beginning reading teachers in public elementary schools in Baras District, Division of Rizal during the School Year 2025–2026. Utilizing a descriptive research design, the study examined teachers’ competencies in key areas of reading instruction, including knowledge of reading development, phonemic awareness and phonics instruction, comprehension strategies, and assessment and progress monitoring, as well as their corresponding work performance based on the Performance Management and Evaluation System (PMES). The respondents were primarily female, aged 31–35, married, holding a baccalaureate degree, occupying Teacher I positions, with 1–5 years of teaching experience, and with participation in division-level in-service trainings.Findings revealed that beginning reading teachers were very much competent across all domains of reading instruction and demonstrated very satisfactory work performance. No significant differences in competencies were found when respondents were grouped according to age, sex, civil status, position, length of service, and in-service trainings attended. However, educational attainment showed a significant difference in selected competency areas, particularly in reading development, phonemic awareness and phonics, and assessment practices. Furthermore, a significant relationship was established between teachers’ competencies and their work performance, indicating that higher levels of instructional competence contribute to improved teaching effectiveness. Challenges encountered by teachers included limited resources, insufficient access to digital tools, and learner-related behavioral and socio-emotional concerns.The study concluded that educational attainment is a key factor influencing teachers’ competencies, while other demographic variables have minimal effect. It also affirmed that strengthening teachers’ competencies enhances their work performance. The study recommends the development of targeted training programs, establishment of professional learning communities, increased resource allocation, and continuous professional development through graduate studies, mentoring, and coaching. Implementation of the proposed action plan and further research on related variables are also encouraged.