THE CORE BEHAVIORAL COMPETENCIES, WORK

ATTITUDES AND TEACHING PERFORMANCE OF

SENIOR HIGH SCHOOL TEACHERS: INPUT FOR AN
INTERVENTION SCHEME

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 6
Pages: 373-393
Document ID: 2022PEMJ441
DOI: 10.5281/zenodo.7463277
Manuscript Accepted: 2022-17-12
 Psych Educ, 2022, 6: 373-393, Document ID: PEMJ441, doi: 10.5281/zenodo.7463277, ISSN 2822-4353
Research Article

The Core Behavioral Competencies, Work Attitudes and Teaching Performance of

Senior High School Teachers: Input for an Intervention Scheme
Rodel B. Cruzos*
For affiliations and correspondence, see the last page.
Abstract
This descriptive correlational study aimed to explore the relationships between the core behavioral competencies, work attitudes,
and teaching performance of the Senior High School teachers in the second district of the Division of Eastern Samar. The study
involved 199 Senior High School teachers and answered survey questionnaires that solicit their demographic profiles, core
behavioral competencies, and working attitude. Latest IPCR rating was also used to measure their teaching performance. Data
gathered were analyzed using frequency, average, percentage, Point Biserial Coefficient, Eta Coefficient, and Pearson's Product-
moment Correlation Coefficient with 0.05 level of significance. The study revealed that among the 199 respondents, most of them
were female, 26 to 30 years old, with regular permanent employment status, and mostly were Teacher II. Moreover, the majority
had 4 to 7 years teaching experience, with master's unit, specializing in Social Sciences and teaching Social Sciences and
Filipino. Moreover, the respondents exemplify role model in the different key behavioral abilities in self-management,
professionalism and ethics, results focus, teamwork, service orientation, and innovation. In terms of the respondents' work
attitudes, their sense of community, efficacy, and professional interest were all very positive. Also, among the 199 respondents,
the majority of them exhibit very satisfactory teaching performance. It was also found in the study that the area of specialization
and subjects taught is significantly related to the core behavioral competencies. At the same time, the sex, age, employment status,
position, the total number of years in teaching, and educational attainment, illustrate no significant relationship. Meanwhile, only
variable age found to be significant in the respondents' working attitude. Whereas sex, employment status, position, the total
number of years in teaching, educational attainment, area of specialization, and subject taught illustrate no significant relationship.
In addition, a significant relationship was found between the teacher's position, area of specialization, and teaching performance.
Whereas sex, age, employment status, the total number of years in teaching, educational attainment, and subject taught illustrate
no significant relationship. Lastly, core behavioral competencies, work attitudes, and teaching performance are strongly
connected. Based on the findings, it is recommended that teachers maintain exemplary and good role models in manifesting the
different core behavioral competencies by continuously and actively participating in relevant training, workshops, conferences,
and forums initiated by the Department of Education or any sponsored programs that help to enhance the core behavioral
competencies. The teacher must upgrade their teaching position could it either be a promotion or reclassifications by looking into
the basic requirement in consonant to the DepEd policies and guidelines for promotion and reclassification of teacher’s position as
the teaching position was found significant and as a contributory factor to the teaching performance of the teachers. The school
principal must continue supporting teachers in their professional growth and development. The master teachers and head teachers
must provide the subordinates the quality and efficient time in providing technical assistance, seeing that teachers do not only need
intellectual and professional development; hence, teachers need behavioral-related activities, particularly in developing core
behavioral competencies. Extensive implementation and monitoring of Learning Action Cell (LAC) and another form of school-
based training and seminars for professional development.

Keywords: teaching performance, core behavioral competencies, work attitudes, intervention scheme, senior high school

Introduction desire to pursue. Or, you may instead want to focus on

developing your teaching style or capabilities (Guzder,
Being a teacher at any level requires a significant 2019).
degree of expertise. Focusing on educators' essential
skills will help ensure that all teachers and other In the Philippine setting, the Department of Education
educators are equipped to support students and their (DepEd) is committed to providing the members of its
families in having a positive school experience. In the organization with opportunities to link their
education sector, every teacher should have a achievements and make a meaningful contribution to
professional development strategy and work diligently the attainment of the institution's vision and mission,
toward achieving their objectives. The programs are promote individual and team growth, participation and
frequently referred to as continuous education for commitment, and grow professionally and personally
instructors. Depending on how you wish to advance, (DepEd, 2019). DepEd adopts a Results-Based
your professional development objectives as a teacher Performance Management System (RPMS) following
may differ from those of your colleagues. Your this philosophy. It is a cooperative effort between the
objectives might be related to the position or level you supervisor and the employee that enables an open
discussion about the duties, Key Results Areas

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Research Article

(KRAs), and goals, as well as how they relate to the professional being.
department's overall goals. It offers a platform for the
organization's performance and conduct standards to Moreover, the European Commission's Education and
be agreed upon, leading to improvements in one's Culture Department noted in the report Key
professional and personal life. The success of the Competencies in Europe that schools that have
teacher depends on how they use different talents at effectively implemented competence-oriented
work to accomplish their task and provide superior curriculum reform have found it helpful to concentrate
performance and on his responsibility as a teacher as is on developing key teacher competencies. In 2017,
indicated in their teaching performance and his work during the drafting of the Education and Training:
attitudes depending on how well and consistently they 2020 Plan, Francesca, who was responsible for the
exhibit actions that are pertinent to the skills. Several research on teacher professional development, also
studies have concluded that the behavioral realized that in terms of improving student learning
competencies of public-school teachers are and improving school effectiveness, teacher
significantly related to how the teacher performs, competence is always placed at the core, and excellent
disposes of his duties and responsibilities, and the teachers should have the ability to cultivate excellent
work attitude he has shown in his actual existence as a global citizens (Deacon et al. 2017). Florio (2018), an
teacher. In the DepEd Results-Based Performance Assistant Professor of Education Northwestern
Management System – Philippine Professional University Educational institutions, stipulated that
Standard for Teachers (RPMS-PPST), the following teachers demand more and more involvement in
core behavioral competencies enumerated must be decisions that affect the adoption and implementation
given emphasis and should be the basis developing for of those innovations. Which of the many innovations
a professional development plan, to wit; self- is adopted and implemented in schools today depends
management competence, professionalism and ethics significantly on the nature, context, control, and
competence, results focus competence, teamwork, authority of teaching in urban school systems. Results
service orientation, and innovation (DepEd RPMS- suggest that practicing self-management on a moment-
PPST, 2021). to-moment basis can help a person become more
productive and efficient in his field of work, thereby
Many studies have shown that teachers' behavioral enhancing the individual’s work performance (Caddy,
competencies have a positive effect on the formation 2020). Breevaart et al. (2014) showed that using self-
of students' key competencies, work attitudes of the management strategies fluctuates daily and has a
teachers such as social environment and interpersonal differential effect on job resources and work
relationships, and the way they act on their engagement, depending on the day. They showed that
responsibility as professional teachers (AACTE, 2016; on days when employees used self-management, they
Caena et al., 2018). Furthermore, Distler (2019) found created an environment in which they could use more
that instructors' behavioral competencies positively and different skills, receive feedback from their work
impact nursing students' critical thinking and clinical on how well they were doing, and have opportunities
practice competencies in planning problem-based to grow and develop (Breevaart et al., 2014).
learning and implementing evidence-based teaching
practice. Furthermore, Eimicke et al. (2019) specify that work
ethics have been the foundation of achievement for
Globalization is deepening, and technology is generations. Success will be possible if one takes the
developing at a breakneck pace. In today's globe, the time to acquire an excellent work ethic in the
competition between countries in the different classroom business. Success is celebrated when work
segments of education is becoming increasingly fierce. ethics and professional abilities are combined. That
Teachers must acquire and master the main celebration is all about how people become productive
competencies needed for the professions and jobs and efficient in their job or career and enables an
when in school to cope with the increasingly complex individual to have a positive working place and
situations and issues in life and learning in the 21 st environment.
century (OECD, 2005, 2006; Tiana et al., 2011; Yao &
Guo, 2018). The key to fostering student growth of Additionally, there are very few investigations on the
core competencies and the formation of exceptional fundamental behavioral abilities of teachers as to how
citizens who can adapt to future globalization is the they will significantly affect their teaching
construction and development of teacher core performance and how the teacher foresees his
behavioral capabilities; teachers can perform better professional being as a teacher in the field of work.
and expresses themselves in their way in their life as Therefore, research on this particular competence of

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Research Article

teachers is of great significance to the regions and the

locality. It not only supports teachers' professional of the senior high school teachers?
development in the regions where integrated education 10. Is there a significant relationship between the work
is implemented but also contributes to establishing a attitude and teaching performance of the senior high
core competencies system and professional standard school teachers?
for the senior high school instructors. 11. What intervention scheme can be proposed based
on the result of the study?
Research Queqstions

This study aimed to examine the relationship between Methodology

the demographic profile, core behavioral
competencies, work attitudes, and teaching
performance of senior high school teachers. Research Design
Specifically, the study sought to respond to the
following questions: This study utilized a descriptive-correlational research
design. According to Worth (2008), descriptive
1. What is the demographic profile of the respondents research design is a scientific method that involves
in terms of: observing and describing the behavior of a subject
1.1. Sex without influencing it in any way. Calderon (1993), as
1.2. Age cited by Aňano (2020), also stipulates that this is a
1.3. Employment Status research design that enables the researchers to describe
1.4. Position conditions of relationships that exist, a process that is
1.5. Total Number of Years in Teaching going on, effects that are being felt, or trends that are
1.6. Educational Attainment developing.
1.7. Area of Specialization, and
1.8. Subject(s) Taught? In the context of this research, the study was
2. What are the core behavioral competencies of the descriptive since respondents' sex, age, job status,
respondents in terms of: position, the total number of teaching years, area of
2.1. Self-Management Competence specialization, and subject taught were all examined.
2.2. Professionalism and Ethics The respondents’ core behavioral skills, work attitude,
2.3. Results Focus attitude toward their jobs, and their teaching
2.4. Teamwork performance were also determined. In the same
2.5. Service Orientation, and manner, the study is correlational for it sought to
2.6. Innovation? ascertain the association between the teaching
3. What is the work attitude of the senior high school performance of senior high school teachers in the
teachers in terms of: southern part of the Eastern Samar Division and their
3.1. Sense of Community demographic profile, core behavioral skills, work
3.2. Sense of Efficacy, and attitude, and attitude toward their jobs.
3.3. Sense of Professional Interest
4. What is the teaching performance of the senior high Research Locale
school teachers?
5. Is there a significant relationship between the This study was carried out at various high schools in
demographic profile and core behavioral competencies the southern region of Eastern Samar that offer senior
of the senior high school teachers? high school programs, specifically: Sulangan National
6. Is there a significant relationship between the High School, Llorente National High School,
demographic profile and work attitude of the senior Mercedes National High School School (LNHS),
high school teachers? Quinapondan National High School (QNHS), Guiuan
7. Is there a significant relationship between the National High School (GNHS), Lawaan National
demographic profile and teaching performance of the School of Craftmanship and Home Industry
senior high school teachers? (LNSCHI), Balangkayan National High School
8. Is there a significant relationship between the core (BNHS), Homonhon National High School (HNHS),
behavioral competencies and work attitude of the Southern Samar National Comprehensive High School
senior high school teachers? (SSNCHS), Pedro Candido Memorial National High
9. Is there a significant relationship between the core School (PCMHS), Giporlos National Trade School
behavioral competencies and the teaching performance

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Research Article

Sampling Design

(GNTS), General McArthur National High School This study utilized a complete enumeration sampling
(GMNAS), Maydolong National High School technique. Complete enumeration is a sampling
(MNHS), Salcedo Vocational High School (SVHS), technique used when there are small numbers of
Salcedo National High School (SNHS), and Matarinao constraints and decision variables in the problem
School of Fishery (MASoF) during the School Year instance; it is conceivable that a complete
2021-2022. enumeration procedure could be used to find the
optimal solution (Arnab, 2017). According to
Respondents of the Study Bartmann et al. (2019), when we collect information
from a unit in a sample survey or complete
The respondents of the study were senior high school enumeration, the information regarding the value of
teachers in the Southern part of the Division of Eastern the characteristic under study is not free from
Samar. Table 1 on the next page shows the distribution error. Furthermore, Hickman et al. (2020) stipulate that
of the respondents from the different schools during in a complete enumeration survey, the information is
the School Year 2021-2022. obtained from every unit of the entire population.

Table 1. The Distribution of the Respondents of the Research Instrument

Study
The study utilized a survey questionnaire to answer
specific problems posed. The questionnaire is divided
into four sections. Part I depicts the respondents'
demographic profile, which focuses on sex, age,
position, total years of teaching experience, highest
degree attained, area of expertise, and subject(s)
taught.

Part II is all about the core behavioral competencies of

the respondents and has different sub-parts, namely;
Part A pertains to self-management competence, Part
B refers to Professionalism and Ethics, Part C denotes
the results focus competence, Part D entails Teamwork
competence, Part E implies the Service orientation
competence, and lastly Part F talks about Innovation
competence of the senior high school teachers. To
determine the core behavioral competencies of the
respondents, the Results-Based Performance
Management System-Philippine Professional
Standards for Teachers, the researcher adopted the
Self-assessment Tool for Proficient Teachers for
Teachers I through III. (RPMS-PPST) specified in the
DepEd Order No. 2's Annex. DepEd Order No. 004
was revised in 2015 and s. of 2022. The responses
were scored using a 5-point Likert scale 1 as strongly
disagree, 2 as disagree, 3 as neither agree nor disagree,
4 as agree, and 5 as strongly disagree. Part III covers
the teaching performance based on the respondents’
recent Individual Performance Implementation Review
(IPCR) rating. This variable was based on the teacher's
stipulated scoring on their IPCR. Part IV pertains to
the working attitude of the senior high school teachers
It can be noted in the table that a total of one hundred with three different sub-parts; Part A entails the work
ninety-nine (199) senior high school teachers were attitude of the respondents in terms of a sense of
wholly involved in this study. community, and Part B talks about the work attitude of
the respondents in terms of sense of efficacy. Part C
denotes the respondent's work attitude regarding a
sense of professional interest. The tool is adopted from

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Research Article

the study of Jeminez (2020), "Emotional quotient, It can be noted on the table that 109 or 54.80 percent
work attitude and teaching performance of secondary were female and 90 or 45.20 percent were male. Thus,
school teachers," published in the Journal of most senior high school teachers in the Second District
Pedagogical Sociology and Psychology. The responses of Eastern Samar were female.
were scored using a 5-point Likert scale 1 as strongly
disagree, 2 as disagree, 3 as neither agree nor disagree, Age. Table 3 presents the profile of the respondents in
4 as agree, and 5 as strongly disagree. terms of age. It can be noted from the table that among
the 199 senior high school teachers, 58 or 29.15
Data Gathering Procedure percent were 26 to 30 years old, 56 or 28.14 percent
were 31 to 35 years old, 40 or 20.10 percent were 36 to
Before administering the questionnaire, the researcher 40 years old, 19 or 9.55 percent were 41 to 45 years
asked permission from the school division old, 15 or 7.54 percent of them were 25 years old and
above, 7 or 3.52 were 46 to 50 years old, and 4 or 2.01
superintendent and principals of each school involved
percent were 51 years old and above.
in this study. After the approval, the researcher
immediately administers the survey questionnaire
Table 3. The Age of Senior High School Teachers in
personally to the respondents within their respective
the Second District of Eastern Samar, School Year
schools to ensure 100% retrieval. Further, with this
2021-2022
strategy, the researchers clarified matters that the
respondents asked about. Specific procedures are set to
normalize and standardize the data gathering
activities.

Results and Discussion

The data presented in this section express the senior

high school teachers' demographic profile, core
behavioral competencies, work attitude, and teaching
performance. Analysis and interpretation of data are Hence, most senior high school teachers in the Second
likewise presented in this section. District of Eastern Samar were 26 to 30 years old and
31 to 35 years old.
Demographic Profile of the Senior High School
Teachers in the Second District of Eastern Samar Employment Status. Table 4 illustrates the profile of
the respondents in terms of employment status. As
The following tables present the demographic profile shown in the table, 188 or 94.47 percent of the
of the Senior High School Teachers in the Second respondents were regular permanent status, 7 or 3.52
District of Eastern Samar, School Year 2021 – 2022. percent were provisional, 3 or 1.51 percent were
substitute, and 1 or .50 percent were contractual.
Sex. Presented in Table 2 is the profile of the
respondents in terms of sex. Table 4. The Employment Status of Senior High School
Teachers in the Second District of Eastern Samar,
Table 2. The Sex of Senior High School Teachers in School Year 2021-2022
the Second District of Eastern Samar, School Year
2021-2022

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Research Article

Hence, the majority of the senior high school teachers

in the Second District of Eastern Samar were on
regular permanent employment status. while 26 or 13.1 percent had been in teaching for
Position. The respondents’ profile in terms of position
about 8 to 11 years and 9 or 4.5 percent had a more
is presented in Table 5. As illustrated in the table, 112 than 12 years teaching experience. Thus, most senior
or 56.28 percent were Teacher II, 42 or 21.11 percent high school teachers in the Second District of Eastern
were Teacher I, 33 or 16.58 percent were Teacher III, Samar had 4 to 7 years of teaching experience.
10 or 5.03 percent were Master Teacher I, while 1 or
0.50 percent were Master Teacher II and III. Educational Attainment. Table 7 illustrates the
profile of the respondents in terms of educational
Table 5. The Position of Senior High School Teachers attainment. As illustrated, 88 or 44.2 percent had
in the Second District of Eastern Samar, School Year master's units, 73 or 36.7 percent had bachelor's
2021-2022 degrees, 30 or 15.1 percent had master's degrees, 5 or
2.5 percent had doctorate degrees, and there were only
3 or 1.5 percent had doctorate degrees.

Table 7. The Educational Attainment of Senior High

School Teachers in the Second District of Eastern
Samar, School Year 2021-2022

Thus, it can be concluded that the majority of the

senior high school teachers in the Second District of
Eastern Samar were Teacher II.

Total Number of Years in Teaching. Table 6 shows

the profile of the respondents in terms of a total
number of years in teaching.

Table 6. The Total Number of Years in Teaching of

Senior High School Teachers in the Second District of Thus, the majority of the senior high school teachers in
Eastern Samar, School Year 2021- 2022 the Second District of Eastern Samar had master's
units.

Area of Specialization. Table 8 depicts the profile of

the respondents in terms of area of specialization. As
depicted in the table, 36 or 18.09 percent of were
specializing in ABM/Business Management and
Filipino, 35 or 17.59 percent were social sciences
majors, 31 or 15.58 percent were MAPEH majors, 7 or
It can be noticed from the table that there about 123 or
3.52 percent were specializing in English and
61.81 percent senior high school teachers had a 4 to 7 T.L.E/T.V.L. and 5 or 2.51 percent were science
years teaching experience, 41 or 20.60 percent of the major.
respondents had 0 to 3 years teaching experience,

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Research Article

As shown in the table, among the 199 respondents, 36

or 18.09 percent were teaching Filipino and
Table 8. The Area of Specialization of Senior High
ABM/Business management-related subjects, 33 or
School Teachers in the Second District of Eastern 16.58 percent were teaching Social Sciences subjects,
Samar, School Year 2021-2022 28 or 14.07 percent were teaching MAPEH, 21 or
10.55 percent were handling Values Education, 16 or
8.04 percent were teaching TLE/TVL, 14 or 7.04
percent were teaching Mathematics, 10 or 5.03 percent
were handling English subject, and 5 or 2.51 percent
were teaching Science subject.

Thus, most of the senior high school teachers in the

Second District of Eastern Samar were teaching
Filipino and other subjects.

Core Behavioral Competencies of the Senior High

School Teachers in the Second District of Easter
Samar

The following tables illustrate the core behavioral

competence of the senior high school teachers of the
second district of the Eastern Samar Division.
Hence, most of the senior high school teachers in the
Self-management Competence. Table 10 illustrates
Second District of Eastern Samar specialize in Filipino
the core behavioral competence of the respondents in
and ABM/business management-related subjects.
terms of self-management.
Subject(s) Taught. Table 9 shows the respondents'
Table 10. The Core Behavioral Competence in terms
profiles regarding the subject taught.
of Self-management of Senior High School Teachers
Table 9. The subject (s) Taught by Senior High School in the Second District of Eastern Samar, School Year
Teachers in the Second District of Eastern Samar, 2021-2022
School Year 2021-2022

As illustrated, item 1 "Sets personal goals and

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Table 11. The Core Behavioral Competence in terms

of Professionalism and Ethics of Senior High School
Teachers in the Second District of Eastern Samar,
School Year 2021-2022

directions, needs, and development," got the highest

mean of 4.39 and was interpreted as a role model. In
contrast, item 2 "Undertakes personal actions and
behavior that are clear and purposive and considers
personal goals and values congruent to that of the
organization," got the lowest mean of 4.27 but
likewise interpreted as a role model. Overall, the
generated grand mean for self-management
competence is 4.31, which was interpreted as a role
model.

Hence, it can be concluded that the senior high school

teachers in the Second District of Eastern Samar
demonstrate exemplar self-management competence.
This result indicates that teachers are self-directed and
good enough to identify effective techniques and
approaches that can be used in activities and
behaviors. Ferrari (2018) indicates that being highly
oriented in self-management drives an individual to
know what is the best, clear and wise solution when
problems arise.

Professionalism and Ethics. Table 11 presents the Based on the generated grand mean equivalent to 4.50
core behavioral competence of the respondents in interpreted as role model, it can be concluded that the
terms of professionalism and ethics. As presented in senior high school teachers in the Second District of
the table, item 1, which states, "Demonstrates the Eastern Samar manifest good example in terms of
values and behavior enshrined in the Norms and professionalism and ethics. In Addition, Thapa (2016)
Conduct and Ethical Standards for public officials and stipulated that mystery in teaching demand to the
employees (RA 6713)" got the highest mean of 4.61, intangible as well, this means that teachers must
which was interpreted as a role model. While item maintain professional image and trustworthy and
number 4 which states “Makes personal sacrifices to punctual.
meet the organization’s needs” got the lowest mean of
4.36 however this was also interpreted as role model. Results Focus. Table 12 depicts the core behavioral
competence of the respondents in terms of results
focus. As manifested in the table, statement “Achieves
results with optimal use of time and resources most of
the time” got the highest mean of 4.35, which can be
interpreted as role model. Whereas, item number 2,
stating "Avoids rework, mistakes and wastage through
effective work methods by placing organizational
needs before personal needs" got the lowest mean of
4.08, which is interpreted as consistently demonstrates.

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Table 12. The Core Behavioral Competence in

terms of Results Focus of Senior High School
Teachers in the Second District of Eastern Samar, Table 13. The Core Behavioral Competence in terms
School Year2021-2022 of Teamwork of Senior High School Teachers in the
Second District of Eastern Samar, School Year
2021-2022

Thus, the generated grand mean of 4.42 shows that the

senior high school teachers in the Second District of
Eastern Samar work constructively and collaboratively
in all aspects. DuFour et al. (2010) emphasized
teamwork as one of the essential considerations for
educators to become more efficient and productive.
Furthermore, working constructively and
collaboratively is a way toward achieving the
organizational goal (Sparks 2013).
Thus, from the generated grand mean equivalent to
4.25 interpreted as a role model, it can be concluded
Service Orientation. Table 14 displays the core
that the senior high school teachers in the Second
behavioral competence of the senior high school
District of Eastern Samar can identify what things
need to be done and must be prioritized. Hill (1997) teachers in terms of service orientation. As shown in
emphasized that for an individual to become an the table, item 5, which states, "Develops and adopts
exemplar in results, focus must be taken into service improvement program through simplified
consideration, and one must have strong relationship- procedures that will further enhance service delivery,"
building skills. got the highest mean of 4.37, interpreted as a role
model. Moreover, the statement "Participates in
Teamwork. The respondents' fundamental behavioral
updating office vision, mission, mandates and
skills in teamwork are shown in Table 13 below.
According to the table, item number 2, "Promotes
strategies based on DepEd strategies and directions"
collaboration and removes a barrier to teamwork and got the lowest mean of 4.13, interpreted as consistently
goal accomplishment across the organization," got the demonstrated.
highest mean of 4.54, interpreted as a role model.
Furthermore, item "Applies negotiation principles in
arriving at win-win agreements" got the lowest mean
of 4.33, which is also interpreted as a role model.

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Table 15. The Core Behavioral Competence in terms of

Innovation of Senior High School Teachers in the Second
District of Eastern Samar School Year 2021-2022

Table 14. The Core Behavioral Competence in terms

of Service Orientation of Senior High School Teachers
in the Second District of Eastern Samar, School Year
2021-2022

As reflected in the table, item number 2 got the highest

mean of 4.38, interpreted as a role model stating,
"Demonstrates an ability to think "beyond the box.
Continuously focuses on improving personal
productivity to create higher value and results”.
Whereas item 4 states, "Translates creative thinking
into tangible changes and solutions that improve the
work unit and organization," got the lowest mean of
Thus, it can be determined based on the produced 4.32, which is also interpreted as a role model.
grand mean of 4.29, which is interpreted as a role
model, that the senior high school teachers in the Thus, based on the computed grand mean of 4.34,
Second District of Eastern Samar exemplify which is interpreted as a role model, the senior high
performance and services being developed and school teachers in the Second District of Eastern
adopted for the improvement of services. Kim (2012) Samar show very high innovations and can think
specified that being a good verse in social orientation productively. This implies that the respondent was
means knowing how to put the needs of the people we good enough doing such work by using their initiatives
work with first. Hence, teachers have enough and creativity. Asio (2019) indicated that an educator
knowledge in adopting and developing services for the must be resourceful enough to carry out organizational
improvement of programs to be initiated. challenges and make tangible solutions for improving
organizational services.
Innovation. Table 15 illustrates the core behavioral
competence of the senior high school teachers in terms Work Attitude of the Senior High School Teachers
of innovation. in the Second District of Easter Samar
The following tables present the work attitude of the
senior high school teachers.
Sense of Community. Table 16 illustrates the
respondent's work attitude regarding a sense of
community. As reflected in the table, item number 10,
which states "Plan to work on this school for a long
time," got the highest mean of 4.49, interpreted as very
favorable, while the item that got the lowest mean of

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confused," got the lowest mean of 4.34, which is

4.14 interpreted as somewhat favorable states that "In interpreted as very favorable. Thus, considering the
this school share the same desirable values." generated grand mean of 4.49 interpreted as very
favorable, the senior high school teachers in the
Hence, based on the computed grand mean of 4.32, Second District of Eastern Samar exemplify a
which is interpreted as very favorable, it can be promising and positive working attitude toward a
concluded that the senior high school teachers in the sense of efficacy.
Second District of Eastern Samar were on a positive
Table 17. The Work Attitude in terms of Sense of
working attitude in terms of a sense of community or
in the workplace where they are assigned. Efficacy of Senior High School Teachers in the Second
District of Eastern Samar, School Year 2021-2022
Table 16. The Work Attitude in terms of Sense of
Community of Senior High School Teachers in the
Second District of Eastern Samar School Year
2021-2022

Furthermore, this may imply that the senior high

school teachers were mostly hired from the school
where they planned to work for a very long time. Rossi This means that the senior high school teachers ensure
(2010) emphasized that the most significant predictors that upon discharge of their duties and responsibilities
of teachers' sense of community were school as a teacher, they always consider how they will be
organization characteristics and time-related variables. efficient and productive in the line of their duties.
When studying community dynamics in schools, the Dembo and Gibson (2019), in their book Teachers'
findings highlight the need to identify teachers' Sense of Efficacy: An Important Factor in School
community referents (students, coworkers, school and Improvement, indicated that a highly positive sense of
site officials). efficacy in the workplace leads to one's ability to
perform productively. Furthermore, they also
Sense of Efficacy. Table 17 shows the senior high emphasized that teachers' sense of community
school teachers' working attitude regarding their sense influences classroom behavior.
of efficacy. As shown in the table, the statement
"Formulate good questions for students" got the Sense of Professional Interest. Table 18 indicates the
highest mean of 4.59, which is interpreted as very senior high school teachers' work attitude regarding a
favorable. On the other hand, item number 8, stating sense of professional interest. As indicated in the table,
"Give simple explanations when students are item number 10, stating "keep regular attendance

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during school days," got the highest mean of 4.58,

which is interpreted as very favorable. On the other
hand, item statement “Involve in formulating rules and
implementing guidelines in school" got the lowest
mean of 4.37, which likewise interpreted as very
favorable. Teaching Performance of the Senior High School
Teachers in the Second District of Eastern Samar
Table 18. The Work Attitude in terms of Sense of
Professionalism of Senior High School Teachers in the The table below shows the teaching performance of
Second District of Eastern Samar, School Year 2021- the senior high school teachers.
2022
Table 19 present the teaching performance of the
senior high school teachers based on their recent
Individual Performance Commitment Review Rating.
As shown in the table, 155 or 77.89 percent of the
senior high school teachers got a very satisfactory
rating, 33 or 16.58 percent got an outstanding teaching
performance, and 11 or 5.53 percent of senior high
school teachers performed satisfactorily.

Table 19. The Teaching Performance of the Senior

High School Teachers in the Second District of
Eastern Samar, School Year 2021-2022

Hence, it can be observed that the senior high school

teachers in the Second District of Eastern Samar were
very satisfactorily in their teaching performance.

Relationship between the Demographic Profile and

Core Behavioral Competencies of the Senior High
School Teachers in the Second District of Eastern
Hence, based on the computed grand mean of 4.49, it Samar
can be noted that the senior high school teachers in the
Second District of Eastern Samar demonstrate an The succeeding presentations discuss the relationship
unconditional working attitude towards a sense of
between the respondents' demographic profile and
professional interest. This implies that the senior high
their Core Behavioral Competencies. Presented in
school teachers are constantly practicing and
Table 20 is the relationship between the respondents'
portraying professional conduct and assures
demographic profile and their Core Behavioral
participation in professional endeavors. Consemino
(2011) stated that maintaining your professionalism Competencies.
takes time, effort, and dedication. In developing a
sense of professionalism, keep in mind that each staff
member has a unique professional interest as one of
the predictors when looking at schools.

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Table 20. The Relationship between the Demographic that the current position of the respondents is not
Profile and Core Behavioral Competencies of the statistically associated with the core behavioral
competencies of the respondents. However, Zeiger
Senior High School Teachers in the Second District
(2018) stipulated that being a teacher in any position
of Eastern Samar School Year 2021-2022 requires significant knowledge and skill. Paying
attention to the core competencies of educators helps
to ensure that all teachers and others who work in
education are prepared to make school a positive
experience for students and their families as it shows a
positive association.

Total Number of Years in Teaching. Table 20

further shows the relationship between total number of
years in teaching and the core behavioral competencies
of the senior high school teachers. As reflected, the
total number of years in teaching shows no significant
Sex. It can be noted on the table that using Pearson’s r, relationship to the core behavioral competencies of the
the computed correlation coefficient is .047 with a p- teachers as eta correlation resulted to .102. Hence, the
value of .513. The results indicate a no significant number of years in the teaching field does not indicate
relationship between the sex and core behavioral how the teachers manifest the different core behavioral
competencies of the respondents. The result implies competencies.
that sex is not an indicator for the teachers to develop
their core behavioral competencies and even how an Educational Attainment. Likewise, Table 20 shows
individual practices them. Ngwali (2019) stipulated that educational attainment is not significantly related
that whether a teacher exemplifies all aspects of the to the core behavioral competencies of the senior high
competencies, their sex is not a contributory aspect. school teachers, with an eta correlation of .162. This
means that regardless of the highest educational
Age. The relationship between the respondents' age
attainment of the respondents, the innate behavioral
profile and core behavioral competencies is likewise
competencies of the respondents have no bearing.
reflected in the table. It can be noted that the computed
However, in contrast to the findings of Lepardo and
eta correlation resulted to .161 which implies a no
Caingoy (2020), they stipulated that those with
significant relationship between the two variables.
doctorate degrees had a very high and consistent
This means that regardless of age, teachers could have
demonstration in all dimensions of leadership and core
high or low or dominant behavioral competence as it is behavioral competencies. These suggest that earning
identified with no significant bearing. This result is the most significant degrees can enable school
supported by the study of Beck and Riggs (2014), administrators must regularly learn, develop, and
stating that teachers can still perform better and exhibit the competencies better than their rivals.
motivate despite age bracket and limitations.

Employment Status. In terms of employment status, Area of Specialization. In terms of area of

the computed eta correlation is .081 which was specialization, the computed eta correlation was .221
interpreted as not significant. The result justifies that implying a significant relationship between the area of
the teacher’s employment status doesn’t have any specialization and the core behavioral competencies of
bearing on what behavioral competence they are the respondents. The result signifies that the
inclined to. Whether permanent, contractual, or respondents' core behavioral competencies might
provisional, senior high school teachers' behavioral impact what specializations they have as a teacher.
The Canadian Standards & Guidelines for Career
competence is not reliant on them. This result
Development Practitioners (2020) support this claim.
contradicts the idea of Chia-Dai and Yen (2015) that
Field testing of the initial standards document showed
service orientation can be seen in the performance of
that specific behavioral competencies were pertinent to
employees based on their status. So to create high-
educators' areas of expertise. This further suggests that
quality service, organizations need to establish and
teachers may possess the skills and, as a result, meet
manage services, improving the current status of the
the req u irem en t s in one or more areas of
employees (Liu et al., 1998).
specialization; specialization may be necessary
Position. In terms of position, the computed eta depending on the specifics of their job as an educator.
correlation resulted to .174 indicating a no significant Boxall (2014) stipulated that workers perform to the
relationship between the two variables. This means

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Research Article

best of their abilities and are able to translate creative

minds into visual solutions to ones assigned an
appropriate and suited task. This further highlights the Sex. It can be noted on the table that no significant
presumption of having a positive practice of relationship between the respondents’ sex and their
professionalism and ethics of the workers towards work attitude, as seen from the p-value of .810. The
their assigned job (Ganzach, 1998). result means that the respondents' work attitude does
not vary according to their sexual orientations. This
Subject(s) Taught. Lastly, Table 20 also presents the result is parallel to that of Slattery (2015), stating that
relationship between the subject being taught by the sexual orientation is no longer an indicative venture
senior high school teachers and their core behavioral toward positive working attitudes of employees.
competencies. As presented, there is a significant However, this is in contrast to the findings of
relationship between the two variables with an eta Selvarajan et al. (2015), stipulating that teacher
correlation of .234. The teachers' teaching load or employees indicate that female employees have more
assigned subjects greatly affect their core behavioral positive work-related attitudes toward teaching as a
primary function.
competencies. This result is supported by the study of
Sawati, Anwar, and Majoka (2013) where they found
Age. Table 21 also illustrates the relationship between
that teachers perform to their maximum and better if
age and the work attitude of senior high school
assigned to their area of specializations. This further
teachers. As observed in the table, the study found that
means that the school head must see that better
age has a significant bearing or relation to the
outcomes and performance would be achieved if
respondents' working attitude, with a computed eta
teachers’ specialization is considered. This finding is
correlation of .208. This finding indicates that the age
also supported by Rosero (2013); he emphasized that
of the respondents matters as to how the teachers
identifying and related job descriptions must be
perform and manifest working attitudes. Selvarajan
considered to generate work of very high quality, both
(2015) further stipulates that the age of the employees
in terms of its usefulness and acceptability and its
acted as an intervening variable and caused a
completeness without supervision. significant relationship between the age and working
attitude as Gellert and Schalk (2012) stipulated that
Relationship between the Demographic Profile and
age are factors influencing and contributory as they
Work Attitude of the Senior High School Teachers
perceived working environment and tended to affect
in the Second District of Eastern Samar their attitudes towards work. They further emphasized
that older employees' capabilities in dealing with their
The following data table shows the association job are an indicative factor of manifesting a desirable
between the demographic profile of the senior high working attitude.
school teachers and its relevance to their work
attitudes. Presented in Table 21 is the relationship Employment Status. Table 21 also indicates the
between the respondents' demographic profile and relationship between the employment status and the
their Work Attitude. working attitude of the senior high school teachers.
The employment position of the respondents and their
Table 21. The relationship between the Demographic
working attitude was not found to be significantly
Profile and Work Attitude of the Senior High School correlated, as indicated in the table. Thus, there is
Teachers in the Second District of Eastern Samar enough evidence to say that the teachers, regardless of
School Year 2021-2022 their employment status, do not affect their working
attitude and behavior. This finding contradicts to the
study by Kaur (2022) which found that temporary or
contractual officials are more closely affecting work
performance by their current status or employment.

Position. In terms of position, it can be noted that

there is no significant relationship between position
and work attitude of the senior high school teachers.
This means that the current position of the
respondents, either Teacher I or teacher II, is not
indicative of their working attitudes. This further

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indicates that the respondents' sense of responsibility, is enough to say that there is a positive working
community and professional interests is being attitude towards the assigned task.
disregarded by their current teaching position. This
result is supported by the findings of Birol et al. Relationship between the Demographic Profile and
(2009), which state the teaching position is not a Teaching Performance of the Senior High School
significant issue in employees' work-related attitudes. Teachers in the Second District of Eastern Samar

Total Number of Years in Teaching. The Presented below shows the relationship between the
relationship between the total number of years in demographic profile and the teaching performance of
teaching and the work attitude of the senior high the respondents. Presented in Table 22 is the
school teachers showed no significant relationship as relationship between the respondents' demographic
explained by the eat correlations result of .043. Hence, profile and their Teaching Performance.
the result implies that the total number of years in
service does not indicate how a particular teacher Sex. It can be noted on the table that sex and the
exhibits working attitudes towards their duties and teaching performance of the respondents showed no
responsibilities. This study is supported by the significant relationship as seen from the computed
findings of Dulos (2022), indicating that teaching correlation coefficient of .431 with a p-value of .056.
experience manifests not a significant factor in the This result indicates that regardless of the sexual
work attitude of employees. orientation of the teachers, their teaching performance
does not vary on how they will perform their job as a
Educational Attainment. Manifested also in Table 21 teacher. This finding is supported by the study of
is the relationship between senior high school teachers' Hermogeno (2022), which underlined that no
levels of education and attitudes toward their jobs. As correlation was found between the teachers'
shown in the table, an eta correlation resulted to .108 performance across teachers' profiles in terms of
which implies that there is no significant relationship personal attributes, particularly sex profile. The result
between the respondents' educational attainment and contradicts the findings of Ahmed, Hussain, Ahmed,
work attitude. The result suggested that the highest and Din (2012) that sexual orientation affects teachers'
educational attainment of the respondents does not performance. Similarly, this is also contrary to the
matter how the respondents work and depict their finding of Nadeem (2011) that gender is a significant
working attitude Hermogeno (2022). predictor of teachers' job performance.

Area of Specialization. Table 21 also indicates the Table 22. The Relationship between the Demographic
relationship between the area of specialization and the Profile and Teaching Performance of the Senior High
work attitude of the senior high school teachers. As School Teachers in the Second District of Eastern
reflected in the table, there is no significant Samar, School Year 2021-2022
relationship between the two variables. This means
that a teacher may have a positive working attitude
towards their job regardless of his specialized subject.
This finding contradicts the findings of Bakotic and
Babic (2013), stipulating a significant relationship
between the teachers' major fields of specialization and
working conditions in their affiliated schools.

Subject(s) Taught. Table 21 likewise depicts the

relationship between the subjects taught by the senior
high school teachers and their work attitude. It was
found that there is no significant relationship between
the two variables. Hence, based on the result, we say
Age. The association between the senior high school
that the teachers' assigned subjects or teaching load
teachers' positions and teaching performance showed
does not matter to their working attitude. This further
an eta correlation of .136 indicating a no significant
implies that the teachers' attitude toward their work is
relationship between the two variables. The result
not associated with their teaching subjects or
implies that age of the respondents cannot be
specialization. This finding is parallel to that of Piaw
considered a factor in how they perform their duties
et al. (2014), which emphasized that teachers assigned
to non-specialized subjects still perform well; hence it

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and responsibilities as a teacher. Contrary to the Educational Attainment. Table 22 also reflects the
findings of Nadeem (2011), he stipulated that age is a relationship between the senior high school teachers'
significant predictor of teaching performance. educational attainment and teaching performance. A
correlation coefficient of .154 implies no significant
Employment Status. The relationship between the relationship between the two variables. This implies
employment status and the teaching performance of that the respondents' educational attainment is not a
the senior high school teachers manifested a no predictor of how teachers perform their duties and
significant relationship with a computed eta correlation responsibilities as a teacher. This study is parallel to
of .097. Thus, the respondents' employment status that of Hermogeno (2022) concluded that there is no
cannot be an indicator of how the respondents are significant relationship between the teachers'
performing as a teacher. This further implies that performance across teachers' profiles in terms of
regardless of the employment status, whether the personal attributes and educational attainment.
teacher is contractual, provisional, or permanent, it
does not affect their teaching performance. This Area of Specialization. The association between the
finding parallels that of Nadeem (2011), who senior high school teachers' teaching performance and
stipulated that job status is not directly related to their area of specialization showed a significant
teaching performance. relationship with a computed eta value of .231. The
result of the study is parallel to the findings of
Position. Table 22 also indicates the relationship Malahay (2021) which discloses that the area of
between the teaching position and the teaching specialization is a determining factor in their teaching
performance of the senior high school teachers. As performance. It revealed that the general science
reflected in the table, the computed eta correlation was teachers appear to be the most efficient among the
.250 which indicates a significant relationship between three groups of respondents.
the two variables. Hence, the current position of the
respondents is an indicative factor in measuring their Subject(s) Taught. The relationship between the
teaching performance. This further specifies that the subject taught and the teaching performance of the
position of the respondents is an indication of their senior high school teachers yielded an eta correlation
performance in teaching. This study is supported by of .161, which implies a no significant relationship
the study of Hermogeno (2022), which indicates that between the two variables. Hence, the teaching load of
the professional attributes of the elementary school the respondents is not a predictor of how they perform
teachers have no significant relationship except on in their duties and responsibilities as a teacher. This
position. This means a significant relationship exists finding is supported by Hermogeno (2022) indicated
between teachers' performance and position. It proves that there is no significant relationship between the
that the higher the position, the more significant the teachers' performance and the subject of concentration
teaching performance. of the respondents.

Total Number of Years in Teaching. Table 22 Rela tio nship between Core Behav ioral
likewise indicates the relationship between the total Competencies and Work Attitude of the Senior
number of years in teaching and the teaching High School Teachers in the Second District of
performance of the senior high school teachers. Based Eastern Samar
on the table, a correlation value of .183 indicates that
the respondents' overall years of teaching are not Table 23 presents the relationship between the
significantly correlated with their teaching respondent's core behavioral competencies and work
performance. This means that the teaching attitude.
performance of the respondents will not vary as on
how many years they are in the field of teaching. This Table 23. The Relationship between Core Behavioral
result contradicts the findings of Graham (2022), Competencies and Work Attitude of the Senior High
stipulating that extensive reforms have been made to School Teachers in the Second District of Eastern
initial teacher education (ITE) to improve “teacher Samar, School Year 2021-2022
quality” without any evidence to support the claim that
beginning teachers are less competent than
experienced teachers. Another is the findings of De
Ungria (2013) that teachers' competencies are
significantly related to the length of service in their
teaching competencies.

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As shown in the table, the two variables were the Second District of Eastern Samar
significant, with a computed correlation coefficient of
.586 a p-value of .000. This finding suggests that the Table 25 shows the relationship between the
various core behavioral competencies impact the respondents' work attitude and their teaching
respondents' work attitudes. The essential factors performance.
determining how respondents feel about their jobs as
teachers are self-management skills, professionalism Table 25. The Relationship between Work Attitude and
and ethics, results-oriented, teamwork, service Teaching Performance of the Senior High School
orientation, and innovation. This further implies that Teachers in the Second District of Eastern Samar,
the development of the teachers towards those School Year 2021-2022
different core behavioral competencies can guarantee
that the teacher might have a positive work attitude.
According to Yunus (2014), there is a considerable
correlation between behavioral competency and
attitude toward teaching. Additionally, Gazan (2006)
stated that a person's work attitude indicates better
behavioral competence orientation. As reflected in the table, a low correlation was found
between work attitude and teaching performance with
Rela tio nship bet ween Core Behav io ral a correlation coefficient of .335 and a computed p-
Competencies and Teaching Performance of the value of .021 which implies a significant relationship
Senior High School Teachers in the Second District between the two variables. This result emphasized that
of Eastern Samar the respondent's teaching performance depends on the
teachers' attitude towards work. The study of Abalon
Table 24 depicts the relationship between the core (2008), which found a substantial correlation between
behavioral competencies and the teaching performance instructors' work attitudes and performance, supports
of the respondents. As shown in the table, the this conclusion. Moreover, Hoque (2020) found that
computed correlation coefficient is .481 with a p-value teaching performance is moderately associated with
of .000 indicating a significant relationship between the teachers' work attitude. Basierto (2008) further
the two variables. stipulates that significant findings were also observed
regarding the relationship between respondents' work
Table 24. Relationship between Core Behavioral attitudes and teaching performances. He stressed that a
Competencies and Teaching Performance of the better work attitude of secondary school teachers
results in better work performance.
Senior High School Teachers in the Second District of
Eastern Samar, School Year 2021-2022
Conclusion

Based on the result of the study, the different core

behavioral competencies and work attitudes directly
affect the teaching performance of the senior high
school teachers. Although the result showed better
results on the survey of the respondents' core
This result indicates that the different core behavioral behavioral competencies, school managers must
competencies have something to do or contribute to continue to implement policies as to how the
how the teachers perform in the teaching field. This exemplifying competencies of the respondents will be
further implies that the teaching performance might sustained as it could be the precise indicators for the
lead the teachers to expand the said different core teachers to become more efficient and productive as
behavioral competencies. Rosero (2003) supports this they perform their duties and responsibilities as an
finding, emphasizing that teachers' performance educator. As indicated in the result, the respondents'
correlates significantly to behavioral competence and higher behavioral competence indicates being very
other personality attributes. satisfied with their teaching performance. Further,
teachers must build a strong and positive working
Relationship between Work Attitude and Teaching attitude toward their duties and responsibilities as an
Performance of the Senior High School Teachers in educator so that their teaching performance will

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likewise result in proficiency. and apply it in teaching.

In cognizance of the results findings and conclusion, Extensive implementation and monitoring of the
the researcher, therefore, recommends the following: intervention scheme crafted is highly recommended to
The teachers should maintain the exemplary and good ensure that teachers will be more professionally and
role model in manifesting the different core behavioral personally developed, which is highly needed in their
competencies in terms of Self-management, mission as a teacher. A further related study is strongly
Professionalism and Ethics, Results Focus, Teamwork, recommended to verify the different findings of the
Service Orientation, and Innovations by continuously study.
and actively participating in relevant training,
workshop, conferences, and forums initiated by the
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