Skill Areas Research Articles

The Effects of Cognitive Bias Awareness, Feedback, Confidence, Academic Expectations, Study Habits, and Self-Perceived Knowledge on Decision-Making Behaviors of Students

This study investigates the effects of cognitive bias awareness, feedback and adaptation, career confidence, academic expectations, study habits, and self-perceived knowledge on the decision-making and risk-taking behaviors of students at a higher educational level. For the study’s purposes, the data were collected through a structured questionnaire from a sample of 435 respondents from the tertiary students of Bangladesh, who were chosen through the stratified random sample technique to produce a diverse representation. Then, demographic analyses were conducted, and a multiple regression approach was used to estimate the significance of the predictors. We found significant impacts on decision-making behavior from cognitive bias awareness, feedback and adaptation, future career confidence, study habits and effort, and self-perceived knowledge. The results indicate a need for educational interventions in the area of self-assessment, study skills, and cognitive bias awareness. This research is significant in that it provides information for policymakers, educators, and institutions that can be used to develop programs that raise their students’ preparedness and their orientation towards success.

What competences do medical students acquire in asurgical internship?-Curriculum mapping with the National Competence-based Catalogue of Learning Objectives in Medicine (NKLM)1.0

Curriculum mapping describes the process indexing acurriculum to identify academic gaps. The first version of the National Competence-based Catalogue of Learning Objectives in Medicine (NKLM1.0) was created to catalogue the content of medical studies and to promote the implementation of competence-oriented learning objectives. It is unclear and not transparent to what extent learning objectives are achieved in existing courses, particularly in clinical internships that cannot be standardized. The aim of the work was to map the achieved learning objectives of the NKLM1.0. within asurgical internship from the students' perspectives. Medical students mapped their achieved learning objectives after a2-week internship with an online questionnaire. In addition, sociodemographic data, the type of teaching hospital and the surgical specialty were recorded. A total of 81 students participated in the mapping. After the internship 8.78 ± 5.10% (min. = 1.01%; max. = 29.84%) of all learning objectives were achieved by the students. Most of the learning objectives come from section1 "medical roles" with 29.92 ± 15.22% (min. = 0.00%; max. = 63.10%). From section2 "medical knowledge, clinical skills and professional attitudes", learning objectives from chapters14b "clinical practical skills" (15.49 ± 7.78%, min. = 0.00%; max. = 41.30%) and 14c "medical counseling technique" (22.98 ± 16.47%, min. = 0.00%; max. = 70.69%) were primarily named. There were no significant differences between the sexes, the surgical specialty or the size of the teaching hospital. Students state that they mainly achieve learning objectives in the area of medical roles and clinical practical skills during an internship. Additional teaching formats seem to be necessary to teach specific surgical skills, diagnostics and treatment.

Implementasi Program Double Track Sebagai Upaya Peningkatan Kompetensi Siswa SMA Negeri 1 Dander Kabupaten Bojonegoro

The issue of unemployment in Indonesia remains high, especially among graduates of Senior High Schools (SMA) and Vocational High Schools (SMK). Although the number of SMA/SMK graduates has been increasing every year, not all of them can continue their education to higher education institutions. (PT). Data from the Central Statistics Agency (BPS) 2023 shows that the Open Unemployment Rate (TPT) is dominated by middle school graduates, reaching 17.46%. This impacts the low Human Development Index (IPM), which is influenced by two main indicators: Life Expectancy at School (HLS) and Average Length of Schooling. (RLS). In Bojonegoro Regency, these two indicators show improvement, but there are still challenges in creating a quality workforce. To address this, the Double Track Program was introduced in East Java since 2018. Double Track is the term given to schools that offer two educational programs, namely formal education and entrepreneurship skills programs. This program aims to integrate academic education with vocational skills, providing practical skills to students who do not continue their education to higher education. This program is expected to enhance competencies and foster an entrepreneurial spirit among students.At SMAN 1 Dander Bojonegoro Regency, which has implemented this program, students receive training in five skill areas: culinary arts and fashion design. This program helps students prepare to enter the workforce and develop their own businesses after graduation.This research aims to analyze how the implementation of the Double Track Program at SMAN 1 Dander can enhance students' competencies, which ultimately contributes to reducing unemployment and improving the quality of human resources in the region.

Teacher–reported characteristics of students with disabilities with written expression needs

Special education teachers (N = 293) responded to a survey in which they described the written expression characteristics of their students who experience difficulties writing. Most commonly, teachers described skills associated with the mechanics of writing (e.g., grammar, spelling) and content development (e.g., brainstorming, developing and expanding ideas, editing). Teachers were no more likely to describe one skill area or the other based on students’ disability or level of intervention needed, suggesting that students with disabilities broadly have written expression needs. Results support the importance for students with disabilities who have writing needs to have instruction in the full writing process instead of isolated skills.

The Application of XAPT-based Blended Learning in Piano Courses for Non-Piano Majors in Qinghai Region

Background and Aim: Higher education is undergoing profound changes due to advancements in technology and evolving educational strategies. Although traditional face-to-face teaching remains valuable, blended learning has emerged as a significant trend in global education. This approach enhances the interactivity and personalization of learning by integrating various pedagogical tools and methods. In music education, especially piano teaching, technological advancements, including computer technology and AI, are driving innovation. The incorporation of music software and AI technology offers students a richer and more tailored learning experience, addressing the limitations of traditional teaching methods. Digital-age online music education tools, such as XAPT, provide real-time feedback and personalized advice to piano learners, effectively supporting and complementing traditional teaching approaches and enabling truly personalized education. This study investigated the impact of XAPT-based blended learning compared to traditional piano instruction on student achievement in sight-reading, rhythmic accuracy, and touch-key skills within a piano course designed for non-piano majors. The primary goal was to assess whether the XAPT-based blended learning approach was more effective than traditional one-on-one piano instruction in enhancing student performance across these three skill areas. Materials and Methods: At the College of Arts, Qinghai Minzu University, 69 non-piano sophomore students were recruited for this study. They were divided into two groups: the control group, which received traditional one-on-one piano instruction, and the experimental group, which underwent a hybrid teaching method based on XAPT. After 6 weeks of instruction, both groups evaluated their performance in sight-reading, rhythmic accuracy, and touch-key skills to determine the effects of their respective teaching methods. Results:The results indicate that XAPT-based blended learning significantly enhances students' performance in sight-reading, rhythmic accuracy, and touch-key skills. Compared to traditional one-on-one piano lessons, this blended learning approach offers greater flexibility in practice, leading to improved scores in piano lessons. Conclusion: These findings align with existing research and suggest that the XAPT blended learning approach can enhance non-piano students' performance in sight-reading, rhythmic accuracy, and touch-key skills in piano lessons to some extent.

A Systematic Review of the Evidence for Using Simulation to Replace Clinical Experience for Paramedic Students

Background In health professions education there is a shortage of clinical training opportunities and an increasing demand for workers, creating a need for alternative methods to clinical placements. One alternative method to replace clinical experience is simulation-based education. Currently, the efficacy of simulation as a clinical replacement in paramedicine is unknown. To understand the current state of evidence for substituting clinical experience with simulation in paramedic education, provide implications for SBE implementation, and direct further research in this area a systematic review, following the PRISMA checklist guide, was conducted. Methods Five databases were searched. Primary source studies of all designs investigating replacing clinical experience in paramedicine were included, with eight articles assessed for eligibility screening. Three studies were selected for final inclusion, quality assessment and critical appraisal. Results Inter-rater reliability was good for the quality assessment and quality appraisal ratings were moderate to strong, though the articles were of low levels of evidence. None of the studies directly addressed whether simulation-based education can be used as a clinical replacement, though both learners and program directors found value in simulation and felt a combination of simulation and clinical time was best. Communication skills and high-acuity low-frequency situations were identified as most appropriate for simulation substitution. Discussion The findings of the systematic review indicate a willingness to engage in simulation to replace some clinical experience and certain skill areas that could be suitable for simulation, but no practical recommendations can be made due to the low level of study design based on the levels of evidence and lack of evidence for direct clinical substitution. Simulation as a replacement for clinical experience has support in other health professions, but further research is needed in paramedicine to investigate its efficacy and to inform future educational practice.

Evaluation of Graduate Outcomes in Architecture Accreditation Requirements from a Student Perspective

Architectural education encompasses a variety of methods, with the primary goal of maintaining and improving education quality. In this context, the concept of accreditation has emerged as a system that ensures the preservation of certain standards and keeping these standards up to date in higher education. In Türkiye, the Association for Accreditation of Architectural Education (MIAK-MAK) has established certain accreditation requirements for Architectural Bachelor's Programs in 2021. According to these requirements, the targeted graduate profile is defined under the title of "Education and Learning Characteristics" of the program. The subheading "Knowledge, Skills, and Competencies that Graduates Should Acquire" summarizes the knowledge and skill areas that students need to acquire through the courses included in the program's curriculum, which are categorized into five titles. This study aimed to statistically evaluate the importance of the areas created for the knowledge, skills, and competencies that the graduate should gain from the perspective of the active student. The study focuses on the students of the Department of Architecture at KTO Karatay University Faculty of Fine Arts and Design. In this context, a face-to-face survey was conducted with the students, and the survey results were evaluated using the Analytic Hierarchy Process method. By comparing each subheading with the others, a ranking system was created, and their importance levels were determined. The results of student evaluations indicated that especially issues related to life safety, structural systems, sustainability, and global architecture stood out prominently. Studies evaluating accreditation criteria from the student perspective are very limited in the literature. For this reason, as an important approach, this study points out the gap in the field for researchers working on accreditation. This research, which aims to provide a perspective from students, is expected to offer an alternative approach and provide a participatory view in educational research.

Nauczanie retorycznej argumentacji jako element kształcenia podmiotowego – trudności i szanse

In the core curriculum of the Polish language in secondary schools, many areas of knowledge and skills are indicated as rhetorical, while the area of argumentative, persuasive and polemical competencies is recognised as rhetorical par excellence. The article draws attention to the fact that argumentative and polemical issues, combining the issue of language use with the issue of correct and incorrect thinking, are realised to an unsatisfactory degree within the framework of Polish language (literary and linguistic) education. The school essay, which is considered to be an argumentative form of writing, hardly deals with genuinely controversial topics and teaches explanation and illustration by example rather than critical analysis of different ways of thinking and correct inference. In the opinion of the author of this article, argumentative and polemical competencies belong to the competencies of the future, because living in Western democratic societies, which are changing dynamically and becoming increasingly multicultural, will inevitably involve the ability to critically evaluate different (and often mutually contradictory) positions and reasonings. Given the fact that the argumentative component of rhetorical education is currently insufficiently implemented at school, the author calls for a reconsideration of the way in which methodological solutions are designed. This will allow for reliable practice of argumentative and polemical skills included in the core curriculum as content and objectives of education.

A Systematic Review of Metaverse-Based Learning in Music Education

In recent years, the integration of metaverse technologies into educational settings has gained significant attention. This systematic review aims to investigate the application of metaverse-based learning in music education. The review employs clearly defined inclusion and exclusion criteria, spanning literature from 2019 to 2023. The screening process encompasses key concepts, relevance, and alternative keywords to ensure a broad and comprehensive literature retrieval. The study addresses two primary inquiries: firstly, it categorizes Metaverse-Based Learning (MBL) technologies employed in music education, encompassing virtual reality, augmented reality, artificial intelligence, speech recognition, and other pertinent technologies. Secondly, the research provides a comprehensive exploration of MBL applications within diverse music disciplines and skill areas, including but not limited to music theory and fundamentals, performance and improvisation, vocal perception, music composition, instrumental performance, team performance and ensemble. The article also explores limitations in current research and suggests directions and considerations for future studies. This comprehensive review provides a valuable foundation for further research and exploration of MBL applications in music education.

Measuring the Impact of Computer Literacy Training Program on Alternative Learning Students in District of Tibiao

This study evaluates the effectiveness of a computer literacy training program for alternative learning students in Tibiao District, implemented from 2017 to 2023. The research employs a mixed-methods approach, combining quantitative surveys with qualitative open-ended questions, to assess the program's impact on participants' digital skills, daily application, and future opportunities. The study involved 100 alternative learning students, including out-of-school youth and adults from Tibiao and neighboring towns. Results indicate significant improvements across all skill areas, with the largest gains in word processing and email communication. Notably, 78% of participants rated the program highly, and 65% reported frequent application of new skills in daily life. The program demonstrated a transformative impact, with 85% of participants perceiving improved engagement in alternative learning and expanded opportunities. Age emerged as a significant predictor of skill improvement, with younger participants showing slightly higher gains. Qualitative analysis revealed themes of increased confidence, improved academic performance, and enhanced job prospects. The study also identified areas for improvement, including the need for targeted outreach to older learners and curriculum refinement based on initial skill levels. These findings contribute to the growing body of knowledge on digital literacy education in alternative learning contexts and provide valuable insights for policymakers and educators. The research underscores the critical role of computer literacy programs in bridging the digital divide and empowering non-traditional students in an increasingly technology-driven educational and professional landscape.

Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence

IntroductionFrequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking internalized skills. Moreover, new tools like large language models lack a complete approach for tracking knowledge and capturing complex skill relationships.MethodsThis study incorporates artificial intelligence, specifically attention mechanisms, into educational assessment to evaluate both emergent and internalized skills. We propose a modified version of Performance Factor Analysis (PFA), which assesses student abilities by analyzing past responses and comparing them with peer performance on the same items, using parameters from a sigmoid function. This model leverages attention mechanisms to capture item order-based similarity and decay principles, providing a nuanced view of student skill profiles.ResultsThe Modified Performance Factor Analysis model significantly improved discriminative power, accuracy, precision, recall, and F1 scores across various skill areas compared to traditional PFA models.DiscussionThese results indicate that the Modified Performance Factor Analysis model allows for a more accurate and comprehensive evaluation of student performance, effectively identifying both emergent and internalized skills. By integrating AI into assessment, educators gain deeper insights, enabling them to refine teaching strategies and better support students' mastery of both types of skills.

Assessment of Dental Students' Knowledge and Attitudes About the Epidemiologic and Clinical Characteristics of Oral Cancer: Implications for Other Middle-income Countries.

The stage of detection of head and neck cancer and the time between detection and treatment are critical to prognosis. The importance of the dentist in primary diagnosis and treatment planning has been emphasized. The purpose of this study was to evaluate the knowledge of dental students in the prevention and early diagnosis of oral cancer. A descriptive cross-sectional study was conducted on 199 students from different institutions. A self-administered questionnaire with 34 multiple-choice questions on clinical and epidemiologic knowledge and opinions about oral cancer was used. Descriptive analysis to show means and frequencies and the binomial logistic regression test were used to perform the statistical analysis. The confidence level used was 95%. The results showed that all students in the study had heard of the existence of oral cancer, but only 24.6% knew someone with the disease. The majority reported a lack of information in the population about prevention and self-examination, as well as a lack of information campaigns in institutions. Although the majority perform clinical examinations of the oral mucosa (73.4%) and refer patients with suspicious lesions to specialists, there is low confidence in performing biopsies (73.4%) and gaps in training during graduation (84.4%). The majority have never attended continuing education courses on oral cancer but show interest (97.5%). The study identifies deficiencies in the knowledge and practices of dental students and highlights the need for improved teaching and training to promote oral cancer prevention and early detection. Further research in this area and ongoing assessment of students' skills are suggested.

Core Curriculum (CC) of Shoulder and Elbow Surgery – the proposal from the European Society for Surgery of the Shoulder and Elbow (ESSSE-SECEC)

BackgroundSub-specialization in orthopedic surgery has become the standard approach due to the expanding body of medical knowledge. Shoulder and elbow surgery is a growing subspecialty, but it still faces challenges with undefined training standards, unclear competency levels, and a lack of delineated professional responsibilities. To address this, the European Society for Surgery of the Shoulder and Elbow (ESSSE-SECEC) aims to create a Core Curriculum (CC) to standardize knowledge and skills within this field. MethodsThe ESSSE-SECEC Qualification Committee developed a CC through a task force established in 2022. The curriculum is divided into two major sections, shoulder and elbow, further categorized into five areas: Basic Science, Diagnosis, Pathology, Non-operative Treatment, and Surgical Treatment. The content was developed, reviewed, and approved by leading experts within the Society. ResultsThe CC contains 72 headings and 259 specific subjects, encompassing key areas of knowledge, practical skills and behavioral attitudes necessary for competence in shoulder and elbow surgery, offering a detailed framework for the subspecialty. ConclusionThe ESSSE-SECEC Core Curriculum establishes a foundational standard for shoulder and elbow surgeons. It provides a clear framework for knowledge and competency, supporting the future development of training and assessment tools within the subspecialty. Additionally, it aims to solidify the subspecialty's identity and serve as a key tool for competency assessments within ESSSE-SECEC and beyond.

GUIDELINES FOR THE COMPETENCY DEVELOPMENT OF TRAINERS IN THE PLASTICS MOLDING INJECTION FACTORIES IN THAILAND

Objective: The aim of this research is to develop guidelines for the competency development of trainers in plastics molding injection factories (PMIF) in Thailand. Theoretical Framework: A mixed-methods framework is adopted, integrating quantitative data through statistical analyses like means, standard deviations, and regression, alongside qualitative insights from interviews. The framework explores relationships by combining numerical trends with thematic patterns for a comprehensive understanding. Method: The study population comprises 284 operators and 14 trainers. Data is collected through quantitative and qualitative approaches, including questionnaires and interviews, with statistical analysis applied using percentages, means, standard deviations, relationship analysis, and stepwise multiple linear regression. Results and Discussion: Guidelines for trainer competency development in PMIF in Thailand focus on three key areas—knowledge, skills, and attitude. Four sub-competencies in the knowledge domain influence training success: knowledge in 1) Teaching Psychology, 2) Trainers' Attitudes, 3) Behavior and Work Analysis, 4) Training and Counseling. In the skills domain, significant sub-competencies include: 1) Teaching Skills, 2) Listening Skills, 3) Computer Proficiency, 4) Behavior and Work Analysis Skills. The significant sub-competencies of the attitude domain include: attitudes toward 1) Modern Research, 2) Trainees' Intentions, 3) Teaching Psychology, 4) Trainers' Attitudes. Research Implications: Guidelines to enhance trainer competency in Thailand's plastics molding injection industry are provided. Findings influence training programs, workforce development, and industry productivity. Originality/Value: Key sub-competencies that predict training success are identified in the areas of knowledge, skills, and attitude. Structured approaches to enhance training success are provided, impacting professional practice and training outcomes in industrial settings.

Breaking down barriers: creating a community of learning development at the University of St Andrews

This presentation outlined a collaboration that delivered an integrated in-sessional academic and learning development provision for students at the University of St Andrews. Staff from the student learning development team in the Centre for Educational Enhancement and Development, and the Academic English Service, situated in the International Education Institute, partnered to bring previously segregated provisions together for academic year 2023/24. Historically both units have provided separate in-sessional one-to-one tutorials dictated by students’ first language or stage of study, but with overlap in some skills areas such as writing development. Each service had different parameters in terms of who could access the tutorials and how often they could do so. Due to the restrictions of each provision, and the siloed nature of the services, we identified that students were often not accessing the most appropriate form of tutorial, and that some tutorials were not being used to best effect. The provision has been reimagined to proffer a new Academic Development Community with the aim of creating a more effective and inclusive resource. This presentation unpicks motivations for pursuing a unified service and reflects on the changes made. The session shared the results of qualitative and quantitative student feedback on the newly aligned provision, and the perceptions of focus group participants on the unified service and relationship with contributing units. Combining the feedback collected thus far with our own professional reflections we explored the outcomes of these changes, as well as the challenges encountered in our collaborative approach. We concluded by sharing the future directions of this collaboration.

Exploring the state-of-the-art on competencies for policymaking in public health

Abstract Against the complex backdrop characterizing both the nature of public health challenges and the corresponding skills required to face them, this presentation will introduce the state-of-the-art on scholarship concerned with the definition and/or development of competencies for effective policy making in public health. The presentation will focus especially on presenting findings of a scoping review of the state-of the-art involving: 1) research that develops competency frameworks explicitly designed for policymakers operating in public health; and 2) case studies that explore the application of specific competencies (whether explicitly or implicitly) in different public health contexts. By exploring both bodies of literature, the scoping review will take stock of how each study defines the concept of competencies, enumerates areas of knowledge and demonstrable skills pertaining thereto, and uses evidence to establish their significance in the field of public health leadership. The findings of the scoping review will also be brought into comparative perspective, examining whether and how the categories of existing competency frameworks correspond with one another, as well as reflect the insights of single case studies. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. The proposed presentation will conclude with an overview of findings of a mapping exercise including all competencies identified in the literature, which can serve the workshop audience as both a synthesis and holistic refinement on the state-of-the-art going forward. Speakers/Panelists Anne-Catherine Viso Santé publique France, Saint Maurice, France Charlotte Marchandise EUPHA Kasia Czabanowska Maastricht University, Maastricht, Netherlands

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Spiritual care competences of healthcare workers in emergency and intensive care-aprospective questionnaire study

In intensive and emergency care, patients and their relatives are confronted with potentially existential crises. Spiritual care can be an additional resource to address related psychosocial and physical symptoms and to support patients and their relatives. Accordingly, healthcare workers need spiritual skills to recognize and respond to these needs. What spiritual competencies do healthcare workers in intensive and emergency care have? Are there differences between professions and genders? What factors influence spiritual competencies? The prospective questionnaire study included physicians participating in intensive care and emergency medicine courses and nurses who were training or working in intensive and emergency care. Self-reported spiritual competencies were assessed using the Spiritual Care Competence Questionnaire (SCCQ), which captures the following areas: perceptual competence, team-spirit, documentation competence, self-awareness and proactive opening, knowledge about other religions, competence in conversation techniques and proactive empowerment-competence. We included 465 physicians (50% female, years in profession: mean = 4.0, standard deviation [SD] = 3.5) and 86nurses (80% female, years in profession: mean = 12.7, SD = 10.7). The average SCC was2.3 (SD 0.4) out of amaximum of 4points, with higher spiritual competences among spiritual and religious respondents. There were differences in specific competencies between the professions and genders. Women indicated ahigher level of competence in the area of perception and conversation skills, physicians in documentation skills. Overall, there is aclear need to train healthcare staff in the field of intensive care and emergency medicine.

Research on the Creation of Learning Contexts and the Cultivation of Problem-Solving Skills in Mathematics Education

With the continuous deepening of educational reform, mathematics education has gradually shifted from the simple transmission of knowledge to the cultivation of students' comprehensive abilities, especially in the area of problem-solving skills. Context creation, as an effective teaching method, provides students with more challenging and practical learning environments, which effectively enhances their problem-solving abilities. This study aims to explore the relationship between context creation and problem-solving skills in mathematics education, analyze the specific applications of context creation in mathematics teaching, and propose targeted teaching strategies.

Training Needs Analysis on the Competencies of the Senior High School Teachers in Surigao Del Norte National High School

This study assessed the training needs and competencies of Senior High School teachers at Surigao del Norte National High School (SNNHS). Using quantitative-descriptive methodologies, it examined the teachers' competencies in pedagogical, technological, content, and cognitive skills and explored whether demographic factors such as sex, age, civil status, educational attainment, years of teaching, and the number of trainings attended influenced these competencies. The findings showed that teachers were generally perceived as highly competent across all skill areas. Statistical analysis revealed no significant differences in teacher competencies based on demographic or professional factors. These results suggest that factors such as sex, educational attainment, and teaching experience do not significantly impact the competencies of Senior High School teachers in this context. Further research is recommended to validate these findings in other settings or to explore additional factors that may affect teacher competencies.