Behavioral competencies and core teaching skills of secondary school teachers and their influence on students’ academic performance

This study examined whether or not there is any correlation between behavioral competencies and core teaching skills of teachers and their influence on student’s academic performance. It used quantitative and qualitative methods of research, and descriptive-correlational approach. There were two instruments used in this research namely: (1) the students’ grading sheet to measure the students’ class academic aptitude, (2) Individual Performance Commitment and Review form (IPCRF) Part IV to determine the competency level of teachers – both the behavioral competencies and core teaching skills, as the teacher perceived themselves in performing their jobs in school. The tools that were used, were analyzed on the following: (a) weighted mean in getting the competency level of the teachers in terms of behavioral competencies and core teaching skills, (b) mean in getting the extent of class academic performance of students, (c) spearman rank correlation coefficient to identify the degree of relationship between the teacher’s competency level and students’ performance. Results showed that the all p-values are greater than the level of significance (0.05). This finding would not warrant rejection of the null hypothesis. This means that there is no significant relationship between the teachers’ competencies (behavioral competencies and core teaching skills) and their students’ performance. This imply that the behavioral and core teaching competencies cannot be considered as a determinant of the overall performance of the students.