Document Type
Paper presentation
School Name
Tagkawayan National High School
School Code
N/A
Abstract / Executive Summary
A considerable number of teachers are grappling with stress attributed to safety and health concerns, social distancing, and shifts in roles and responsibilities both at home and in the school environment. The adjusted workload and the adoption of blended educational methods have contributed to elevated levels of distress among teachers. To achieve the quality education advocated by the Sustainable Development Goals, teachers must address the competency of behavioral competence, encompassing knowledge, skills, attitudes, and actions that distinguish exceptional teaching. This study aims to augment the behavioral competence among teachers at Tagkawayan National High School through online mentoring. Employing a descriptive non-experimental approach to answer the research questions, the researcher utilizes the core behavioral competencies outlined in the Individual Performance Commitment and Review Form (IPCRF) as a tool. The study is confined to seventy-five (75) teaching personnel at Tagkawayan National High School, with the instrument administered to teacher-respondents before the commencement of online mentoring. The mentoring sessions, conducted once a week over a span of 2 months, resulted in a Mean Percentage Score of 4.39 during the school year 2019-2020, with a Very Satisfactory rating, and a Mean Percentage Score of 4.58 during the school year 2020-2021, earning an Outstanding rating and showing a 0.19 difference. These findings suggest that the implementation of online mentoring significantly contributed to the enhancement of teachers' behavioral competence. Notably, due to the researcher's intervention, the school produced more outstanding teachers.
Keywords:
Behavioral Competence; IPCRF; Online Mentoring
Enhancing the Behavioral Competence of the Secondary Teachers in Tagkawayan National High School Through Online Mentoring
A considerable number of teachers are grappling with stress attributed to safety and health concerns, social distancing, and shifts in roles and responsibilities both at home and in the school environment. The adjusted workload and the adoption of blended educational methods have contributed to elevated levels of distress among teachers. To achieve the quality education advocated by the Sustainable Development Goals, teachers must address the competency of behavioral competence, encompassing knowledge, skills, attitudes, and actions that distinguish exceptional teaching. This study aims to augment the behavioral competence among teachers at Tagkawayan National High School through online mentoring. Employing a descriptive non-experimental approach to answer the research questions, the researcher utilizes the core behavioral competencies outlined in the Individual Performance Commitment and Review Form (IPCRF) as a tool. The study is confined to seventy-five (75) teaching personnel at Tagkawayan National High School, with the instrument administered to teacher-respondents before the commencement of online mentoring. The mentoring sessions, conducted once a week over a span of 2 months, resulted in a Mean Percentage Score of 4.39 during the school year 2019-2020, with a Very Satisfactory rating, and a Mean Percentage Score of 4.58 during the school year 2020-2021, earning an Outstanding rating and showing a 0.19 difference. These findings suggest that the implementation of online mentoring significantly contributed to the enhancement of teachers' behavioral competence. Notably, due to the researcher's intervention, the school produced more outstanding teachers.
