Core Behavioral Competencies and Civic Engagement of Public Elementary School Teachers

Abstract

This study aimed to determine the significant relationship between core behavioral competencies and civic engagement among public elementary school teachers in Babak District, Division of Island Garden City of Samal. Guided by the Theory of Planned Behavior, which emphasizes the role of attitudes, intentions, and perceived behavioral control in shaping human action, the study examined how teachers’ competencies influence their participation in civic activities. A descriptive-correlational research design was employed, involving a sample of 109 teachers from various public elementary schools. Data were gathered using standardized questionnaires and analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. The findings revealed that both core behavioral competencies and civic engagement were rated at a very extensive level. Correlation analysis indicated a significant positive relationship between the two variables, and further analysis showed that specific domains of behavioral competencies significantly influenced teachers’ civic engagement. These results suggest that strengthening teachers' behavioral competencies can enhance their active participation in community initiatives. School administrators and policymakers may consider integrating civic-oriented leadership and competency-based training into professional development programs to support teachers not only as educators but also as proactive community leaders.