Kindergarten Teachers’ Professional Profile and Core Behavioral Competencies: Their Effects on Teaching Performance as a Basis for Proposed Professional Development Plan

AUTHOR(S)

CATHERINE M. LAMPA DIVINA GRACIA D. DIZON, EdD

ABSTRACT

——The study’s primary concern was to assess the professional profiles and core behavioral competencies of selected kindergarten teachers and their influence on teaching performance. The study was conducted in Bacolor and Magalang North District, Division of Pampanga, during the School Year 2024-2025. The study involved 42 Kindergarten Teachers in the specified district. This employed a descriptive-correlational research approach to examine the impact of the professional profiles and core behavior competencies of a specific group of kindergarten teachers on their teaching performance. Based on the findings, 45.23% of the respondents had bachelor’s degrees with master’s degree units, 57.14% were preschool or early childhood education as their field of specialization, and more than half of 52.38% of the respondents have been teaching for 1 to 5 years, 76.19% of them were classified as Teacher I. Furthermore, only 35.71% of respondents attended multiple training sessions related to the kindergarten curriculum. Meanwhile, 85.71% of respondents were actively engaged in community service. Of these, 54.76% had not yet received any award or recognition, and more than half, 61.90%, were affiliated with a professional organization. The kindergarten teachers demonstrate “high-level” Behavioral Competencies along with the following dimensions: self-management, teamwork, professionalism, ethics, service orientation, results focus, and innovation. Most kindergarten teachers, or 54.76%, achieved outstanding performance in their latest IPCRF rating. The Highest Educational Attainment (s = 0.0002), Area of Specialization (s = 0.0034), Relevant Training (s = 0.03921), and Awards and Recognition (s = 0.0005) significantly predict kindergarten teachers’ teaching performance. The computed r-value was 0.634, indicating a strong positive correlation between the kindergarten core behavioral competencies and teaching performance. The Proposed Professional Development Plan of Activities for Kindergarten Teachers is derived from the least-weighted mean scores for core behavioral competencies of kindergarten teachers. Keywords: Professional Profile, Core Behavioral Competencies, Kindergarten Teachers