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Abstract
The primary objective of the study was to comprehensively explore the teaching styles and core behavioral competencies of teachers focusing on understanding how teachers approach their roles in the classroom. This study aimed to describe the prevalence of teaching styles, including being a lecturer, demonstrator, hybrid, facilitator, and delegator. Simultaneously, it sought to delineate the demographic profiles of teachers. It also endeavored to unveil the intricate relationships between teaching styles and core competencies, as well as the nuanced interplay between demographic profiles and core competencies. Additionally, the study established predictive models, elucidating how teaching styles and demographic factors significantly contribute to the manifestation of core behavioral competencies among teachers. Findings showed that the significant associations between teaching styles, teaching positions, and years of service suggest that fostering core competencies may require targeted interventions for specific groups of teachers, such as those in leadership positions or with varying years of service. Additionally, the impact of teaching styles on core competencies highlights the importance of selecting and promoting effective teaching approaches that align with desired competencies. Thus, the results underscored the complex interplay between teaching styles, demographic profiles, and core behavioral competencies in the teaching profession. This understanding can guide efforts to enhance the overall competence and effectiveness of educators in the classroom and support the development of teachers at different stages of their careers.
