This descriptive study aimed to determine the relationship between instructional competence and communicative competence of junior high school teachers in English, Mathematics and Science specifically, and to answer the research problems posed. It comprised the following: level of instructional competence and communicative competence, and determine the significant relationship between communicative competence and instructional competence. On the other hand, descriptive method of research was utilized in this study. Self-made questionnaire was developed, and given to eighty-five (85) respondents, who were selected purposively as the junior high school teachers who carried the instructions in English, Mathematics and Science subjects from the two junior high school in the cluster 9 of the City Schools Division of Dasmarinas. The questionnaire is composed of two (2) parts: the level of instructional competence and the level of communicative competence. The findings revealed that the level of junior high school teachers instructional competence in terms of mastery of the subject matter, teaching skills, classroom management, and assessment skills was interpreted as strongly agreed and was very high among the respondents. As to the level of communicative competence in terms of linguistic competence, sociolinguistic competence, discourse competence, and strategic competence, it was marked as agree and high. The correlation between the teachers instructional competence and communicative competence shows strong and positive and mark as significant, therefore the research hypothesis is rejected. This highlights that improving teachers abilities in one area is likely to benefit the other, suggesting a holistic approach to teacher training and professional growth. Based on the results, it is recommended that the findings of the study may be utilized to identify the development areas of the teachers in terms of communicative competence as well as instructional competence to address issues, concerns and assistance needed through Learning Action Cell (LAC) sessions. It is also suggested that teachers may review their strengths and areas for improvement on communicative competence and instructional competence as a basis for professional reflection for further realization of the educational goals and objectives set by the Department of Education.

instructional competence;

communicative competence

junior high school teachers