Abstract
This study examined the teaching competencies of public school teachers, operationalized through the PERMA model: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Using a descriptive-comparative design, data were gathered from 80 teachers through a PERMA-based questionnaire and analyzed using Mann-Whitney U tests. Findings revealed that respondents were relatively balanced in terms of age, educational attainment, length of service, and family income. Teachers consistently demonstrated high levels of competence across all PERMA dimensions, underscoring resilience and adaptability in their professional roles. When grouped by demographic variables, significant differences emerged in selected areas: Positive Emotion varied by age and length of service, Engagement by educational attainment, and Relationships by family income, while Meaning and Accomplishment showed no significant differences. The study concludes that teacher competence, viewed through the PERMA framework, is multidimensional and influenced by both personal and contextual factors. Recommendations include targeted faculty development programs to sustain flourishing and instructional effectiveness across diverse teacher backgrounds.
Keywords: Teaching competencies, PERMA, positive emotion, engagement, relationships, meaning, accomplishment, demographic variables