Commitment and Behavioral Competencies of Teachers in Misamis Oriental Division: Basis for School Developmental Plan

Irene Grace L. Waban; Carmelita O. Elbanbuena

doi:10.59573/emsj.8(3).2024.6

Authors

Irene Grace L. Waban
Carmelita O. Elbanbuena

DOI:

https://doi.org/10.59573/emsj.8(3).2024.6

Keywords:

organizational commitment, behavioral competencies

Abstract

The study focuses on the vital role of educators' commitment and behavioral competencies in creating a positive academic environment, particularly as more teachers are pursuing international opportunities that may challenge their loyalty to their home institutions. Conducted among 300 public elementary school educators in Misamis Oriental Division for the school year 2023-2024, the research aimed to understand the relationship between organizational commitment and behavioral competencies. The study had six main objectives: defining respondent demographics, evaluating commitment and competency levels, identifying variations linked to specific demographics, exploring the connection between commitment and competencies, and proposing a school development plan to enhance education quality. The findings indicated a strong correlation between teacher commitment and behavioral competencies, with a focus on educators aged 36-40, predominantly female, teaching Grade 1. Educators with master's degree units and extensive experience demonstrated significant commitment, especially in collaborative efforts. The study recommended workshops to boost teacher commitment, initiatives to foster behavioral competencies, support for ongoing professional development, and tailored strategies to improve educational practices.

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