Core-Behavioral Competencies, Teaching Capabilities and Performance: Basis for Institutional Enhancement Plan

Marvin  Tabaculde,

Core-Behavioral Competencies, Teaching Capabilities and Performance: Basis for Institutional Enhancement Plan

Discipline: Education

Abstract:

This study on core behavioral competencies, teaching capability, and performance is related to different literature and studies. The core behavioral competencies of a teacher include self-management, professionalism and ethics, result focus, teamwork, service orientation and innovations. On the other hand, capability assessment focused on content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, assessment and reporting and plus factor. Finally, the Department of Education has its electronic version of self-assessment tool for Result-based Management System (RPMS). This provided an overall picture of the teachers’ strengths and needs which will be used in the planning for the next school year. The data reflected the performance of the teachers used as one of the bases for promotion and designation. This study set out to determine the level of teachers ' demographic profile, which showed result that there were more female teachers than male teachers in public schools. It simply implied that female teachers made up a larger part of educators despite the equal opportunity for both genders in the said profession, and largely because female teachers were pursuing teaching at far greater costs than male teachers do. This explained the fallacy that entailed education where Gender norms traverse a relatively female-dominated profession. Also, a significant high result has shown in the level of core behavioral competencies of the teachers that exhibited the greatest number of indicators in Professionalism and Ethics, followed by Self-Management, Teamwork, Results Focus, and Service Orientation. On the other perspective, teachers achieved a low result in Innovation. In selfmanagement, it indicated that female teachers have significantly greater levels of self-management than their male colleagues. In DepEd Schools Division of Himamaylan City, teachers were required to have this performance review every end of the school year by rating their performances based on criteria set forth by the DepEd. With this, teachers were accomplishing this Individual performance, Commitment and Review Form (IPCRF) together with the Electronic Self- Assessment Tool (ESAT) as basis of their performances in schools. The institutional improvement plan has been crafted to help improve the rating performance of the teachers in the identified districts.

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