Enhancing skills and competencies of division field technical assistance composite teams and their impact on school performance in Biliran Province, Philippines

Abstract

This study investigates the skills and competencies of 53 members of Division Field Technical Assistance Composite Teams (DFTACTs) and their influence on the performance of 143 school heads and 641 teachers in Biliran Province. Employing a mixed-method correlational research design, data were collected using modified standardized and researcher-made survey questionnaires. Statistical methods such as frequency count, percentage, weighted mean, standard deviation, and Pearson r correlation were utilized. Findings indicate high levels of skill and competence among DFTACT members, closely aligned with school performance indicators, including a mean performance score range of 86%-95%. Additionally, the study identifies prevalent challenges faced by composite teams in implementing, monitoring, and evaluating school strategic plans. These results contribute to the understanding of skills and competencies in educational contexts.