ABSTRACT
This investigation aims to understand how prescribed core behavioral competencies influence teachers' interactions within the work environment, focusing on West I and II districts in Gingoog City. The study assessed 191 public secondary school teachers, examining their levels of core behavioral competencies and their interactions in the work environment. Specifically, it aimed to determine the respondents' levels of core behavioral competencies, their interaction within the work environment, and any significant relationships between these competencies and interactions.
The study utilized instruments adapted from Individual Performance Commitment and Review Form and Spector (2000, 1998 & 1994) to measure core behavioral competencies and assess job satisfaction, job-related affective well-being, and stressors. Descriptive statistics including percentage, frequency, mean, standard deviation, and Pearson Product were employed to analyze the data.
The findings indicate that teachers exhibit excellent core behavioral competencies, yet their interaction within the work environment, particularly regarding job satisfaction, is only slightly satisfied. Teachers reported frequent interactions regarding job-related affective well-being and stressors. While a significant relationship exists between core behavioral competencies and interactions within the work environment, this is not evident concerning job-related affective well-being and stressors.
Recommendations include addressing personnel management concerns to enhance overall job satisfaction and bolster positive emotions towards the teaching profession within educational institutions.
Keywords: Core Behavioral Competencies, Job Satisfaction, Job-related Affective Well-being, Stressors, Work Environment
INTRODUCTION
The work environment for teachers plays a crucial role in shaping their job satisfaction, productivity, and overall well-being. Previous research has shown that various factors, such as organizational culture, leadership styles, and interpersonal interactions, significantly impact teachers' experiences and performance. As one of the teaching personnel of DepEd, the herein researcher is aware of the foregoing dynamics in the Department. Such as, to help the teachers improve the delivery of competitive basic education, DepEd implemented the Results-Based Performance Management System (RPMS) in 2015.
RPMS mechanics align with the Philippine Professional Standards for Teachers (PPST). Generally, this policy aims to ensure the delivery of quality basic education throughout the country. The implementation of RPMS was anchored with the Civil Service Commission’s (CSC) Strategic Management System (SPMS) under CSC Memorandum Circular No. 6, series of 2012. This CSC issuance aims to ensure that both teaching and non-teaching employees of DepEd focus their efforts towards realizing the Department’s vision, mission, values and strategic primacies relevant to the stipulation under DepEd Order No. 2, series of 2015, that is, the Guidelines on the Establishment and Implementation of RPMS in DepEd.
The Department described RPMS as a systemic mechanism to manage, monitor and measure performance and identify human resource and organization development needs enabling constant work improvement and individual growth. This approach amplifies the Department’s response to the rapid changes in the national and global frameworks – the Philippine government's enactment of the K to 12 law, ASEAN integration, globalization, and other dynamic character of the needs of 21st-century learners. Relatedly, DepEd issued Order No. 42 series of 2017, known as the National Adoption and Implementation of the Philippine Professional Standards for Teachers, which recalibrated the National Competency-Based Teacher Standards (NCBTS).
DepEd (2018), more than 10,000 pre- and in-service teachers, principals, supervisors, regional directors and representatives from government and non-government agencies were involved in the crafting and validation of the PPST. From this activity, core behavioral competencies teachers should possess are defined these are: Self-management (setting personal and professional goals); Professionalism and ethics (adherence to public officials’ norms, ethical standards and desirable values); Results focus (optimal use of time and resources); Teamwork (collaboration towards the accomplishment of goals); Service Orientation (dedication to organizational goals); and Innovation (problem-solving and applying new ideas).
Understanding the dynamics of prescribed core behavioral competencies and how these desired traits influence the teachers’ interactions within the work environment is the goal of this study. Teachers are expected to adjust to this recently adopted result-based performance management system. As such, changes in the organizational policies may carry a burden on its personnel. A negative work environment must be mitigated because it can lead to burnout, dissatisfaction, and diminished teacher performance. To understand and improve the work environment for teachers, it is essential to explore the core behavioral competencies they exhibit and how these competencies influence their interactions within the educational setting.
Competencies such as self-management, professionalism and ethics, results focus, teamwork, service orientation, and innovation play a vital role in shaping the overall work experience of teachers. In the context of teaching, these competencies are crucial for creating a conducive learning environment, establishing strong teacher-student relationships, and facilitating effective collaboration with colleagues and administrators.
In view of the above observations, the researcher would like to determine the level of core behavioral competencies and interactions in work environment among teachers in West I and II Districts in Gingoog City S.Y. 2022-2023.
see PDF attachment for more information