Laila R. Mendoza*

Elementary Grade Teacher I, Bgnay II Elementary School, Sariaya, Quezon, 4322

DOI : https://doi.org/10.58806/ijsshmr.2024.v3i7n03

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ABSTRACT

The study aimed to determine the level of professional competencies and identity towards the performance of beginning teachers mediated by the support system. The main tool used in the study's descriptive methodology to collect data was a questionnaire. The study included contributions from ninety-five (95) Sariaya West District school teachers. For the statistical analysis of the data, percentage and mean were employed. The study found that most beginning teachers have highly competent professional competencies in social, self-management, communication, and leadership skills. Surveyed respondents also have highly observed motivation, commitment, and self-efficacy were observed. The school provides high mentoring and technical assistance support while the support system moderates. Performance is satisfactory in advisory tasks, coaching, teaching strategy, and classroom assessment. Professional competencies and identity levels are not significantly related to the support system and performance. The researcher recommended that school administrators update teachers' profiles with seminars and trainings attended, provide mentoring sessions, and attend workshops on professional competencies and identities. Parallel studies, action research, and quarterly activities can improve teachers' performance. Attending workshops can also enhance professional growth and development.

KEYWORDS:

Personal Development, Physical, Social, Technological Devices, Utilization

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