Abstract
The resumption of Face-to-Face classes in the Philippine schools post-COVID-19, the Department of Education (DepEd) intensified the implementation of the Results-Based Performance Management System (RPMS), anchored on the Philippine Professional Standards for Teachers (PPST), to uphold educational continuity and teacher proficiency. This descriptive-comparative study explored the relationship between demographic factors and the functional and core behavioral competencies of elementary school teachers within the post-COVID19 era educational context. Employing a quantitative design, data were collected from 40 teachers at Pedro Acharon Sr. Central Elementary School using validated questionnaires assessing demographic profiles and RPMS-aligned competencies. Statistical analyses, including frequency counts, percentages, means, weighted means, t-tests, and ANOVA (α=0.05), were conducted. Results indicated that teachers demonstrated high functional competence (mean = 4.19) and strong core behavioral competencies across domains. Notably, statistical analyses revealed no significant differences in functional competence concerning sex (F=0.762, p=0.451), plantilla position (F=2.610, p=0.052), or highest degree (F=1.382, p=0.264). Similarly, core behavioral competence showed no significant variations based on age (F=1.090, p=0.393), sex (F=0.567, p=0.628), plantilla position (F=2.186, p=0.091), or highest degree (F=1.690, p=0.198). The consistent high competency levels, independent of demographic factors, suggest the potential efficacy of standardized DepEd teacher development initiatives. Consequently, this study recommends the development of a tailored learning and development plan to further optimize teacher preparedness and effectiveness in the evolving post-pandemic educational environment.
