Authors : Lyzel C. Copioso

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/55j2wbv2

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DOI : https://doi.org/10.38124/ijisrt/25nov379

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Abstract : This study determined the level of competence of the Core Behaviors of teachers in the Tiwi District, Division of Albay, for the School Year 2023-2024. Specifically, it answered the following questions: 1. What is the level of competence in core behavior, along: self-management; b. professionalism and ethics; c. result focus; d. teamwork; e. service orientation; f. innovation; 2. Is there a significant difference on the level of competence on the core behavior between the elementary and secondary teachers? 3. What are the problems met on the assessment of core behavioral competencies of teachers? 4. What professional development plan may be proposed to address the problems? The researcher employed a descriptive-survey, comparative research method. The respondents of this study were the selected 234 public elementary and secondary school teachers from the Tiwi District, under the Division of Albay. Out of this number, 134 were from elementary and 100 were from secondary. To address the research problems identified in this study, a combination of descriptive and inferential statistics was used. Descriptive statistics were employed to analyze respondents' competence levels concerning key behavioral skills. Specifically, frequency counts and percentages were used to measure the distribution of responses. At the same time, weighted means were calculated to evaluate respondents' self-rated competence levels based on a five-point Likert scale. To interpret the weighted mean scores, the scale 5 – Very High, 4 – High, 3 – Moderate, 2 – Low, and 1 – Very Low was used. An analysis of variance (ANOVA) was used to determine if there is a significant difference in core behavioral competence between elementary and secondary schools across the six behavioral competencies. The F-test formula was used to evaluate these differences. The data on the problems met were interpreted using frequency count and ranking.

Keywords : Teacher Competencies, Core Behavioral Competencies, Professional Development.

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