Guro 21 Flexible Learning Course, Behavioral Skills, and Results-Based Performance

Teachers in this development program acquired the essential knowledge, skills, attitudes, and values (KSAVs) required to succeed in the 21st-century educational landscape. This study assesses the effectiveness of the GURO21 Flexible Learning Course Development Program and its impact on teachers’ behavioral skills and performance within the Results-Based Performance Management System (RPMS). The study used a descriptive-correlational design, gathering data from 135 teachers through survey questionnaires. Findings showed that the GURO21 program significantly enhanced teachers’ competencies, particularly in personal and professional development, instructional competence, and organizational skills, with a high overall mean rating. The program also promoted collaboration, commitment, and diligence among teachers. Teachers exhibited high effectiveness in behavioral skills, with professionalism and ethics scoring the highest, followed by results-focus. The RPMS was highly effective, reflecting strong implementation across all key areas, with the learning environment receiving the highest ratings. There is no significant correlation between participation in the GURO21 program and RPMS performance, suggesting that the program did not directly influence teachers’ RPMS scores. However, a significant positive relationship was found between teachers’ behavioral skills and RPMS performance, highlighting the importance of strong behavioral competencies in achieving high teaching standards. The findings suggest that while the GURO21 program improves teaching competencies, additional focus on self-management and curriculum planning could further enhance its effectiveness.