COMMUNICATION SKILLS, MOTIVATION AND CORE BEHAVIORAL COMPETENCIES OF SENIOR HIGH SCHOOL TEACHERS: INPUT FOR A LEARNING AND DEVELOPMENT PROGRAM

This study examined the communication skills, motivation in teaching, and behavioral competencies of Senior High School teachers, including their differences and relationships, using a descriptive-correlational design. Data were collected through a structured questionnaire and analyzed using mean, t-test, ANOVA, and Pearson correlation. Findings showed that teachers demonstrated very high levels across all three variables, with ratings interpreted as very satisfactory to outstanding. Most respondents were female, with a mean age of 34.38 years, holding bachelor’s or master’s degrees, and commonly occupying Teacher I positions with an average of 7.22 years of service. No significant differences were found in communication skills and behavioral competencies across profile variables, while motivation differed based on educational attainment, position, strand, and year level taught. A strong positive relationship existed between communication skills and behavioral competencies, and a weak but significant relationship between motivation and behavioral competencies, highlighting the importance of continuous professional development.