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Abstract
The objective of this study investigated the attitudes of Junior High School Teachers and their correlation with behavioral competencies. Employing a descriptive-correlational research design, the study examined the relationship between teachers' attitudes and their behavioral competencies. The respondents of this study were one hundred teachers of Iligan City National High School, City Central District of Iligan City during the School Year 2023-2024. The majority of respondents were females, accounting for 64% of the total sample, with male respondents constituting 36%. The correlation analysis between respondents' attitudes of teachers and various teacher profiles, including sex, age groups, position, educational attainment, and years of service, revealed non-significant relationships across all categories. While the correlation analysis between respondents' perceptions of teachers' attitudes and their behavioral competencies showed mostly non-significant relationships at the 0.05 level. As such, it was recommended that the output of this study, the action plan would focus on enhancing teachers' skills through professional development and support initiatives. It included workshops, coaching, and mentoring to improve communication, classroom management, and facilitation. Peer networks and self-assessment tools would promote collaboration and reflection, while recognition programs would foster a culture of continuous improvement. This comprehensive approach aims to boost teaching effectiveness and job satisfaction.
