Abstract
The researcher conducted the study to look into the predictors of competencies of teachers that can affect and contribute to the key result areas of the teachers’ commitment and summarize the self-assessment of teachers regarding their commitment and competencies adapted from the developed and modified Results-Based Performance Management System-Individual Performance Commitment and Review Form (RPMS-IPCRF) and recommend improvement of the existing situation using descriptive cor-relational design for an in-depth analysis of the study. Public junior high school teachers I-III served as respondents in the Cluster VI, Division of Pampanga. The data interpreted with the use of statistical treatments such as frequency count, percentage distribution, weighted mean, regression, T-test and analysis of variance (ANOVA).
Regression model summary for the behavioral competencies of teachers revealed that ‘innovation’ and ‘self-management’ are the key components among teachers for their commitment in the teaching-learning process. Regression model summary for behavioral competencies such as ‘innovation’, ‘self-management’, service orientation’ and core skills such as ‘achievement’ are among the best predictors of teachers’ commitment for effective learning outcome. The behavioral competencies such as ‘innovation’ and ‘self-management’ are two factors to consider for teachers’ commitment in their community linkage responsibility. Professional development commitment among junior high school teachers is best predicted through teachers’ behavioral competencies such as ‘service orientation’ behavior and their ‘innovativeness’.
The study concludes that the view for teaching as a ‘vocation’ rather than a mere ‘profession’ is slowly changing among teacher respondents. This is evident as teachers manifested a low rating for service orientation indicating that going beyond an extra mile for teaching may not be expected among young junior high school teachers.
Professional development of junior high school teachers appears to be one of the prominent areas among teachers’ commitment category to be given utmost importance.
It’s very timely that Professional Regulation Commission (PRC) of the Philippines requires the professionals particularly teachers under RA 10912 (CPD law) to take Continuing Professional Development program such as seminar-workshops, tours and visits which equip the professionals, self-directed research and/or lifelong learning before their license be renewed.
Keywords: Self-assessment of teachers, RPMS-IPCRF, Teachers’ Commitment, Teachers’ Competencies