Teaching Capabilities, Behavioral Competencies, and Performance of Public School Teachers

This study aimed to investigate the relationship between teaching capabilities, behavioral competencies, and performance in public schools. To achieve this, a quantitative method was employed, utilizing quantitative data collection and analysis techniques. This study involved a sample of 200 public school teachers from of Schools Division Offices of Laguna and Quezon. Participants were selected using stratified random sampling through the wheel of names. The quantitative data was collected through a self-administered survey questionnaire and Google Forms. It answered the following questions: What is the extent of the factors influencing the performance of the teachers in terms of capability and behavioral competencies? What is the mean rating of the teachers in the Individual Performance Commitment Result Form (IPCRF)? Is there a significant relationship between behavioral competencies and the performance of the teachers? Results showed that the extent is very good behavioral competency for self-management, result focus, service orientation, and innovation, while excellent behavioral competency exists for teamwork and professional ethics. The mean rating of teachers in their IPCRF is 4.07, with a standard deviation of 0.33, yielding very satisfactory results. There is no significant relationship between the behavioral competency of teachers and their performance except for result focus in the school year 2019-2020. Based on the conclusions, the following recommendations are made: IPCRF ratings of teachers must be rigorously evaluated to reflect the realistic performance of teachers every school year, the department must continue to support teachers in terms of training and seminars with regard to behavior and mental health, indicators in IPRCF where teachers are low may be addressed thru LAC sessions. We recommend further study of this research.