Profile and Performance Level of Core Behavioral Competencies and Skills of Dipintin High School Teachers

Abstract

INTRODUCTION

Teacher competence is one of the most important factors in influencing students' performance. With the introduction of the RPMS-PPST, teachers must be equipped with the Core Behavioural Competencies and Skills needed in the attainment of the objectives in the Key Result Areas in order to become highly proficient. This study focused on the profile and the performance level of core behavioural competencies and skills of Dipintin High School teachers.

METHODS

The descriptive survey design was used. The questionnaire was consisting of 2 parts: the profile and the list of behavioral competencies and skills enumerated in the RPMS. All teachers were asked. To determine the relationship of the profile and performance level, the data was quantitatively analyzed using descriptive and inferential statistics. The level of performance in each indicator used the scale 1-5: 5-Role model, 4-consistently demonstrate, 3-most of the time demonstrate, 2-sometimes demonstrate, 1-rarely demonstrate.

RESULTS

From the 13 respondents, 4 have 1-5 years, 3 has 6-10 years, 3 has 11-15 years and the rest has 16 years and above teaching experience. As to age, 3 teachers under the age bracket 21-25, 3 for 26-30, and the rest, above 40. There are 3 teachers with no masters’ unit, 6 with 36 units and below, 2 finished academic requirement, while 2 are masters graduate. The Core Behavioral Competencies evaluated are Self-Management, Professionalism and Ethics, Result Focus, Teamwork, Service Orientation and Innovation, while in the Core Skills: Written Communication, Oral Communication and Computer/ ICT Skills. Competencies and Skills have 5 indicators each. The mean performance level of the respondents ranges from 3.07 to 3.99 described as Most of the Time Demonstrate. The indicator which knows the different written business communication formats used in Department of Education got a mean of 2.99.

DISCUSSIONS

There is a positive relationship between the age and years of experience of the respondents in Self-Management and Professionalism and Ethics. The younger the teacher with less experience, manifest greater need on the enhancement of Self-Management and Professionalism and Ethics. The performance level in the core behavioral competencies and skills did not affect the rating in the RPMS-PPST, but are factors in the attainment of the objectives in the Key Result Areas. Teachers should be role models in the performance of the core behavioral competencies and skills in order for them to become Highly Proficient.