CORE BEHAVIORAL COMPETENCIES AND TEACHERS' JOB SATISFACTION: BASIS FOR TEACHER COMPETENCY DEVELOPMENT PLAN

The role of teachers’ core behavioral competencies is fundamental in their performance, satisfaction and overall effectiveness in the workplace. The study described the level of core behavioral competencies in terms of self-management, professionalism and ethics, results focus, teamwork, service orientation and innovation; the level of teachers’ job satisfaction in terms of work and workplace, supervisor and management, benefits and rewards, recognition, communication and coworker relationship; and determined the relationship between the teacher’s core behavioral competencies and job satisfaction. Using the descriptive correlational method, and an adopted and modified questionnaire, 510 secondary teachers of Valencia City were surveyed. The study used the mean, standard deviation, and Pearson-r correlation in analyzing the data. Findings of the study revealed that teachers in the Division of Valencia were consistently demonstrating their core behavioral competencies. Additionally, teachers were satisfied with their jobs in terms of the variables. The correlation analysis showed a positive significant correlation between the teachers’ core behavioral competencies, particularly in self-management and job satisfaction. The study proposed a teacher competency development plan to develop and improve the respondents’ competencies in terms of professionalism and ethics and their job satisfaction in terms of coworker relationships. Therefore, the significant relationship observed between core behavioral competencies and teachers’ job satisfaction emphasized the vital part of a high level of core competence in enhancing the teacher’s job fulfillment. The study recommends investing in strategies to reinforce the development of competencies that contribute to promoting a joyful and satisfied teaching force.