Abstract
The study, Competencies and Performance of Administrative Assistants in the DepEd Schools Division Office of Butuan City, investigates the relationship between the competencies and performance of administrative assistants (ADAS) for the calendar year 2020-2021. Specifically, it examines competencies in technology skills, communication, written expression, time management, office coordination, and problem-solving, alongside job performance metrics such as record management, reporting, technical assistance, and supply management. Using a descriptive research design, the study surveyed 34 administrative assistants, 17 section heads/supervisors, and 68 peers from the DepEd Schools Division Office. Data analysis employed mean and Pearson R to assess competency levels and their correlation to performance. Findings revealed that ADAS demonstrated a high level of competency across the six areas, supported by orientation and training aligned with Results-Based Performance Management Systems (RPMS). Despite their strengths, areas for development included basic troubleshooting, database software use, online presentation skills, and proofreading. Job performance was rated very satisfactory, with a significant positive relationship identified between competency levels and job performance. The study concluded that high competency levels drive high performance, suggesting that upgrading skills further enhances results. Recommendations include regular in-service training by DepEd to address technological advancements and encourage outstanding performance, as well as additional studies to validate and expand on these findings. The research highlights the critical role of continuous skill enhancement in achieving organizational excellence and responsive public service within the education sector.
