Teachers' Perceived Level of Professional Competence and Performance Rating in S.Y. 2017-2018 in Pedro Alegre Aure Senior High School

Abstract

INTRODUCTION

The teachers, identified as the frontline in the field of education are constantly being challenged by all sorts of educational problems today. Since they are on the spotlight to deliver effectively and efficiently despite these problems, professional development programs must be initiated, conducted and evaluated regularly throughout the year to ensure constant upgrading of teacher skills.

METHODS

Using the descriptive approach, the proponent was able to determine the level of professional competence and the respondents' performance rating in the previous school year. There were 10 respondents only who were surveyed by means of a professional competence inventory adopted from the CSC-RPMS and Hernandez (2014). They were purposely selected being the workforce of the target school to determine the areas needing technical assistance or any faculty development programs. With the data gathered and interpreted through quantitative analysis, the teachers' level of professional competence and their performance rating were determined.

RESULTS

It has been found out that the respondents' perceived level in the area of self-management, professionalism and ethics, result-focus orientation, and teamwork had an overall mean rating of 3.84, 4.16, 3.70, and4.70 respectively, which were described as very competent; while, the level in the area of service orientation had a mean rating of 3.60 which is described as competent only. Moreover, the perceived level of competence in the areas of innovation, oral communication, written communication, information communication and technology were found out to have an overall mean rating of 3.62, 4.02, 3.78, and 4.18 respectively. These were verbally interpreted as very competent. Moreover, the teacher-respondents' performance rating in S.Y. 2017-2018 were determined and the overall mean were verbally interpreted as very satisfactory. Meanwhile, only one teacher-respondent acquired an overall mean rating of 4.522 described as outstanding in the performance rating last school year.

DISCUSSIONS

It has been noted that most of them attained a very satisfactory performance rating in the previous year and only one acquired the outstanding performance rating. The results demonstrate the need to continually provide technical support and development programs to the workforce. It is highly suggested for future researchers to also include a larger sample size to attain sufficient generalization of findings.