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Teaching Capabilities, Behavioral Competencies, and Performance of Public School Teachers

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  • Cabañero, Pamn Faye Hazel V.

    (Laguna State Polytechnic University, Siniloan, Laguna)

  • Llantos, Marifer G.

    (Laguna State Polytechnic University, Siniloan, Laguna)

  • Macawili, Marlon A.

    (Laguna State Polytechnic University, Siniloan, Laguna)

  • Romantico, Jimmy A.

    (Laguna State Polytechnic University, Siniloan, Laguna)

Abstract

This study aimed to investigate the relationship between teaching capabilities, behavioral competencies, and performance in public schools. To achieve this, a quantitative method was employed, utilizing quantitative data collection and analysis techniques. This study involved a sample of 200 public school teachers from of Schools Division Offices of Laguna and Quezon. Participants were selected using stratified random sampling through the wheel of names. The quantitative data was collected through a self-administered survey questionnaire and Google Forms. It answered the following questions: What is the extent of the factors influencing the performance of the teachers in terms of capability and behavioral competencies? What is the mean rating of the teachers in the Individual Performance Commitment Result Form (IPCRF)? Is there a significant relationship between behavioral competencies and the performance of the teachers? Results showed that the extent is very good behavioral competency for self-management, result focus, service orientation, and innovation, while excellent behavioral competency exists for teamwork and professional ethics. The mean rating of teachers in their IPCRF is 4.07, with a standard deviation of 0.33, yielding very satisfactory results. There is no significant relationship between the behavioral competency of teachers and their performance except for result focus in the school year 2019-2020. Based on the conclusions, the following recommendations are made: IPCRF ratings of teachers must be rigorously evaluated to reflect the realistic performance of teachers every school year, the department must continue to support teachers in terms of training and seminars with regard to behavior and mental health, indicators in IPRCF where teachers are low may be addressed thru LAC sessions. We recommend further study of this research.

Suggested Citation

  • Cabañero, Pamn Faye Hazel V. & Llantos, Marifer G. & Macawili, Marlon A. & Romantico, Jimmy A., 2025. "Teaching Capabilities, Behavioral Competencies, and Performance of Public School Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 4393-4405, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:4393-4405
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    References listed on IDEAS

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    1. Gabriel Albino, 2018. "Technical and Behavioral Competencies on Performance Evaluation: Petrek Leaders’ Perspectives," SAGE Open, , vol. 8(2), pages 21582440187, June.
    2. Michael J. Podgursky & Matthew G. Springer, 2007. "Teacher performance pay: A review," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 26(4), pages 909-950.
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