Professional Barriers and Core Behavioral Competencies among Public Elementary School Teachers

Ellen P. Ebajay; Roie M. Ubayubay

Professional Barriers and Core Behavioral Competencies among Public Elementary School Teachers

Author(s)	Ms. Ellen P. Ebajay, Dr. Roie M. Ubayubay
Country	Philippines
Abstract	Core Behavioral Competencies (CBC) are essential in promoting teachers' professional conduct and effectiveness in the workplace. This study was conducted to determine the professional barriers and core behavioral competencies of public elementary school teachers in El Salvador City during the School Year 2025–2026. Specifically, it described the respondents' profile, assessed the level of professional barriers and core behavioral competencies, determined the significant relationship between the independent and dependent variables, and examined the moderating effect of respondents' characteristics. A purposive random sample of 333 teacher/respondents employed a self-administered questionnaire, adapted and modified, using descriptive statistics such as frequency, percentage, mean, median, and standard deviation to describe the study's variables, while inferential statistics were employed to determine significant relationships and moderating effects. The study indicates that most respondents were female teachers aged 30-39, with 1-10 years of experience and bachelor's degrees, and that they participated in training or seminars within their district or school. Interpersonal relationships represent the highest professional barrier for teachers, while planning and preparation are the lowest, highlighting challenges in maintaining effective communication with colleagues, administrators, parents, and other stakeholders. Service orientation received the highest rating among core behavioral competencies, indicating a strong commitment from respondents to provide quality service and meet the needs of learners and stakeholders. Results indicate a significant correlation existed between professional barriers and core behavioral competencies, with factors such as teaching position, experience, and training level acting as moderators. The study concluded that teachers possess strong behavioral competencies despite facing professional barriers, and that continuous professional development, career advancement, and teaching experience enhance these competencies. It is recommended that teachers should engage in professional development, while school heads may provide continuous training, mentoring, and leadership development to enhance teaching effectiveness and address professional barriers.
Keywords	core behavioral competencies, professional barriers
Field	Sociology > Education
Published In	Volume 17, Issue 3, July-September 2026
Published On	2026-09-06

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Professional Barriers and Core Behavioral Competencies among Public Elementary School Teachers

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