Abstract
This study examined the implementation and alignment of core teaching priorities and their relationship with the learning outcomes of Grade 4 learners at Canlangit Elementary School during the School Year 2025–2026. Despite continuing efforts to improve instructional quality in elementary education, limited empirical evidence exists on how the alignment of teachers' core teaching priorities with instructional standards influences the learning outcomes of Grade 4 learners in rural public schools. Specifically, it assessed the implementation of core teaching priorities, the alignment of teaching practices with professional teaching standards, the level of learners' outcomes, the relationship between instructional alignment and learner performance, and the challenges encountered by teachers. A quantitative descriptive-correlational research design was employed involving 40 respondents composed of the school head, Grade 4 teachers, and learners. Data were collected using a validated researcher-made questionnaire and school learning records and analyzed through frequency counts, percentages, weighted mean, standard deviation, and Pearson product-moment correlation. The findings revealed that core teaching priorities were very highly implemented across learner-centered instruction, instructional planning, assessment-based instruction, technology integration, and professional collaboration. Teaching practices were also very highly aligned with professional teaching standards, while learners demonstrated high academic performance. A moderate positive and significant relationship was found between instructional alignment and learning outcomes, indicating that stronger alignment contributes to improved learner achievement. Teachers also identified challenges related to limited instructional resources, inadequate information and communication technology facilities, and diverse learner needs. The study concludes that strengthening instructional alignment through sustained professional development, adequate instructional resources, and school support can enhance teaching effectiveness and learner achievement.