Teachers’ Core Competencies and Performance in a DepEd High School
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 16, Issue 2
Abstract
The descriptive-correlational research aimed at determining the levels of teachers’ core competencies as stipulated in the Annex F of DepEd Order (D.O.) 2, series of 2015 in relation to their obtained IPCRF score representing their performance. A total of 30 teachers by quota sampling technique served as respondents for school year 2019-2020 from Monkayo National High School, Poblacion, Monkayo, Davao de Oro, Philippines. A standardized questionnaire adopted from the aforesaid DepEd Order was used in gathering the data from the respondents. Mean and Pearson r were used to analyze and interpret the data. After a thorough analyses of the data gathered it was found that the aspects of teachers’ competencies such as self-management and professionalism and ethics were rated very high competency by the respondents while high competency to the rest of the aspects. A rating of very satisfactory performance was obtained from their IPCRF. Result focus competency is significantly related to their performance. This means that despite the very commendable and high rating of the teachers’ core competencies and their corresponding performance not all identified competencies can greatly affect and are directly related to their obtained performance at school. Thus, it is recommended that the administration should look into this consideration to strengthen the areas needing potential back-up.
Authors and Affiliations
Lordelyn Piquero
Keywords
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- EP ID EP730853
- DOI https://doi.org/10.5281/zenodo.10457689
- Views 70
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