Competencies Portfolio of Public-School Learning Resource Management System Coordinators
Jetzi Mae Sisno | Romulo Sisno
Discipline: Education
Abstract:
In light of the growing demand for high-quality instructional materials and the increasing integration of technology in education, Learning Resource Management System (LRMS) coordinators are responsible for both pedagogical and technical tasks. However, many lack role-specific professional development frameworks, leading to gaps in competency that hinder the full potential of the LRMS in the Department of Education. This developmental research aimed to design, validate, and determine the acceptability of a standard competencies portfolio for public school LRMS coordinators in the Schools Division of Escalante City. The study involved 84 participants—42 LRMS coordinators and 42 school heads—selected through complete enumeration. Two researcher-made instruments, a survey questionnaire and a survey scale, were developed, validated by five experts using Lawshe's Content Validity Ratio (CVR), and tested for reliability through Cronbach's Alpha. Data analysis employed descriptive statistics to identify competency gaps and assess the instrument's reliability and acceptability. Results indicated that the developed competencies portfolio, covering core purpose, key outcomes, professional knowledge, skills and attitudes, leadership, ICT skills, and learning resource development processes, was valid, highly reliable, and very highly acceptable. The framework serves as both a selection guide for school heads and a professional growth tool for coordinators, enabling targeted training, coaching, and performance enhancement. Findings underscore the importance of standardized competency frameworks in strengthening educational resource management and ensuring consistent, high-quality service delivery. The study recommends the institutional adoption of the portfolio to align role expectations, guide training programs, and improve the efficiency and effectiveness of LRMS coordinators.
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