Teachers’ Self-Rated Capacity in Implementing Outcome-Based Education in a Paulinian Basic Education Context

Outcome-Based Education (OBE) has received increasing attention in Philippine education, yet quantitative evidence on teachers’ perceived capacity to implement it in basic education remains limited. This single-institution, cross-sectional self-report study assessed teachers’ capacity to implement OBE in terms of technical familiarity, institutional communication and support, behavioral attitude, and application. Total population sampling was used by inviting all 16 eligible instructional leaders and teachers from a Paulinian Senior High School. Of these, 14 consented and completed the survey, yielding a response rate of 87.5%. Data were gathered using an expert-reviewed and pilot-tested survey questionnaire, which demonstrated excellent internal consistency in a separate pilot test among basic education teachers from another Paulinian school. The data were analyzed using frequency, percentage, mean, standard deviation, and Spearman’s rank-order correlation. Respondents reported very high ratings across all four domains, with behavioral attitude obtaining the highest mean, followed by institutional communication and support, application, and technical familiarity. Most demographic and professional characteristics were not significantly related to the four domains. A significant negative relationship was found only between highest educational attainment and behavioral attitude. Given the small sample, the correlational findings were treated as exploratory and interpreted cautiously. The findings indicate that respondents generally perceived themselves as familiar with, receptive to, and capable of applying OBE, while also reporting strong institutional support. Continued professional development may further strengthen technical understanding and classroom-level application.