International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Core Behavorial Competency Skills and Key Results Areas among Non-Teaching Personnel

Author(s) Ms. ZHAIRA GHEEN FLORESCA LABITAD
Country Philippines
Abstract This study examines the vital behavioral competencies and how they align with key result areas (KRAs) to enhance job performance. The primary issue addressed is the necessity to evaluate and enhance the core behavioral competencies of non-teaching staff for the purpose of ensuring efficient service delivery and organizational effectiveness. The specific issues involve reviewing the respondents' profile regarding age, years of service, civil status, and eligibility; measuring the level of core behavioral competencies, including self-management, professionalism and ethics, result orientation, teamwork, service orientation, innovation, oral and written communication, and ICT; and investigating the connection between these competencies and the key result areas of administrative services, finance, curriculum and learning management, field technical assistance, policy planning and research, education support services, quality assurance, human resource development, and the Office of the Regional Director. The sample consisted of 170 non-teaching personnel from the DepEd Regional Office X and two schools' division offices. The research utilized a descriptive-correlational method, employing a universal sampling technique. Information was collected through standardized questionnaires derived from DepEd Order and Compendiums. Various statistical tools, including mean, percentage, standard deviation, and Pearson r correlation, were employed for data analysis.

Key findings indicated that in the core behavioral competency skills, teamwork got the highest mean among the competencies, which was interpreted as consistently demonstrates while self-management got the lowest mean, which was also interpreted as consistently demonstrates. In the key result areas among the non-teaching, human resource development got the highest mean, interpreted as very well observed while education support services got the lowest mean, interpreted as well observed, reflecting a significant emphasis on capacity building. Notable correlations were identified between the respondents' profiles such as age, number of years in service, and eligibility, while civil status did not show significant relationships to the competencies and key result areas. The research concludes that enhancing self-management skills and education support services is essential for boosting overall performance. The theory on competency-performance alignment suggests that when competency levels are high, key result areas also demonstrate strong performance. Therefore, it is recommended that the interventions must be focused on professional development programs, improved resource distribution, and technology-driven solutions to address the gaps.
Keywords core behavioral competency skills, key result areas
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-13
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.41355
Short DOI https://doi.org/g9kfgc
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