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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue VI, June 2026
Job Preparedness, Professional Competence and Work Efficiency
Among Administrative Officers in the Department of Education
Raiza F. Ebon
1
*,
Charina C. Gloria*
2
Capiz State University Burias Campus
*Corresponding author
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150600119
Received: 17 June 2026; Accepted: 22 June 2026; Published: 17 July 2026
ABSTRACT
This study examined the relationship between job preparedness, professional competence, and work efficiency
among Administrative Officers in the Department of Education. Using a quantitative descriptive-correlational
design, data were gathered from 106 Administrative Officers in the Schools Division of Capiz through a
validated survey questionnaire.
Frequency counts, percentages, means, standard deviations, Spearman's rho, and other appropriate statistical
analyses were used. The findings showed that the respondents demonstrated high levels of job preparedness,
professional competence, and work efficiency.
More importantly, the results revealed significant positive relationships among the variables. Job preparedness
showed the strongest association with professional competence (r = 0.790, p < .01), followed by the relationship
between professional competence and work efficiency (r = 0.585, p < .01), and job preparedness and work
efficiency (r = 0.552, p < .01).
These findings suggest that when administrative officers are better prepared for their roles, they are more likely
to demonstrate stronger professional competence, which also contributes to improved work efficiency. The study
underscores the value of sustained professional development and organizational support in strengthening
administrative performance within the Department of Education.
Keywords: job preparedness, professional competence, work efficiency, administrative officers, Department of
Education
Statement of the Problem
This study aimed to determine the relationship between job preparedness, professional competence, and work
efficiency among Administrative Officers in the Department of Education.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of: age, sex, highest educational attainment, number of
hours of trainings/seminars attended and length of work experience?
2. What is the level of job preparedness among administrative officers as whole and when group according
to their profile?
3. What is the level of work efficiency of the respondents as a whole; and in terms of dimensions namely,
timeliness and accuracy of tasks, ability to manage workload and quality of output; and when grouped
according to their profile?
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4. Are there significant differences in the levels of job preparedness, professional competence, and work
efficiency of the respondents when they are grouped according to age, sex, highest educational
attainment, number of hours trainings/seminars attended, and length of work experience?
5. Are job preparedness, professional competence, and work efficiency of the respondents significantly
related?
Hypotheses
H01: There is no significant relationship between job preparedness and work efficiency.
H02: There is a significant relationship between job preparedness and professional competence.
REVIEW OF RELATED LITERATURE
Job Preparedness is often confused with the notion of eligibility; however, in organizational research, it is more
comprehensively defined as a holistic state of readiness to perform effectively in response to specific role
demands. It extends beyond minimum qualification standards and reflects an individual’s ability to function
within complex institutional environments. Caballero et al. (2011) emphasized that work readiness is a
significant predictor of job performance, encompassing not only technical knowledge and skills but also
“organizational acumen,” or the capacity to navigate internal workplace systems, procedures, and informal
organizational dynamics.
In the context of administrative officers (AOs) in the Department of Education (DepEd), job preparedness is
shaped by both pre-employment and in-service developmental experiences. It is closely associated with the
concept of anticipatory socialization, which posits that an individual’s effectiveness in a role begins to develop
even before formal entry into the organization. This is influenced by prior educational attainment, exposure to
bureaucratic environments, and familiarity with public sector systems. As such, preparedness is not solely an
outcome of deployment but a cumulative process shaped by earlier academic and professional experiences.
In Department of Education Institution, job readiness is further defined by the administrative officer’s knowledge
and use of organizational structures such as School Based Management (SBM), Civil Service Commissions
(CSC) guidelines, and other administrative guidelines from the government. This involves a process where
personal competence is matched with organizational expectations, according to the theory of Person-Job Fit. In
this match, an individual’s capabilities should fit the demands of a particular job position. Administrative officers
are expected to be proficient in performing duties relating to record keeping, financial transactions, and school
operation support activities. Building on this, job preparedness also reflects a multidimensional readiness
construct that includes technical, procedural, and adaptive capacities required in school-based governance. It is
particularly critical in the Department of Education due to recent policy shifts, including DepEd Order No. 002,
s. 2024, where there was a change in how schools operate whereby all activities that were administrative but not
directly concerned with teaching were performed by administrative officers. Hence, there is a need for highly
qualified personnel that is able to undertake more responsibilities and follow the process of accountability by
the government. From an empirical perspective, one learns that whereas education levels and prior qualifications
will determine competence, it does not always mean that there will be accuracy and efficiency without systematic
training. The competencies gained from institutional efforts in relation to data handling, problem solving, and
knowledge of Civil Service Commission and Commission on Audit guidelines improve preparedness in
performing work tasks. Job preparedness is therefore an important construct when it comes to determining how
well the duties of administrative officers are accomplished.
Professional competence is the capacity of an employee to be able to properly utilize his or her acquired
knowledge, skills, work attitudes, ethics, and professional judgement when performing assigned tasks. This
comprises the integration of the following components for a worker to fulfill institutional expectations:
Competence is developed through formal education, continuous training, work experience, and professional
exposure that enhance an employee’s capability to deliver quality services consistently.
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According to the Dreyfus Model of Skill Acquisition, skill development occurs from the "novice" level up to the
"expert" level as a result of continued learning, practicing, and experience. It is worth noting that professional
competence takes time to develop rather than being developed overnight. Employees' professional competence
develops with more practice and application of knowledge. Therefore, as they gain experience, employees
develop the skills necessary for making good decisions, problem-solving, and task performance.
With regard to the role of the administrative officer within the Department of Education, professional
competence may be described by his capability to perform administrative functions, apply policies, write correct
reports, coordinate with other entities, and have efficient office work processes. The latter includes the following
functional competencies: Republic Act No. 9184 procedures, HRMS, records management, budgeting, and
office administration.
It also includes behavioral competencies anchored on the ethical standards and professional conduct mandated
by Republic Act No. 6713.
Furthermore, professional competence among Administrative Officers is demonstrated through accountability,
professionalism, adaptability, communication skills, and commitment to public service. Competence ultimately
becomes the measurable capability of an officer to perform duties successfully and contribute to organizational
goals, particularly as evaluated through the Results-Based Performance Management System. Competent
Administrative Officers are more capable of addressing workplace challenges, ensuring efficient office
operations, and supporting the overall effectiveness of the Department of Education.
Work Efficiency implies the capability of an individual to perform assigned tasks effectively, efficiently, and
accurately at the best time and using all appropriate resources available. Work efficiency is not measured solely
on the basis of speed but rather how an individual performs the assigned tasks accurately and with minimal
wastage of resources such as time, energy, and efforts. Efficiency, in this case, would entail the extent to which
an employee meets deadlines, performs tasks correctly, and maintains constant productivity despite competing
demands.
Work efficiency, in this case, is explored along three critical aspects. The first one is timeliness and accuracy.
This is associated with the capability of Administrative Officers to prepare, verify, and submit their documents
within specified deadlines and ensure they are accurate and without errors. In this respect, public school
administrators are expected to be efficient not only in completing their works within stipulated time limits but
also produce accurate reports and records. As indicated above, timeliness and accuracy are important for public
schools’ administration, especially because small mistakes could result in financial, planning, and policy
problems.
Another issue relates to effective workload management, which is related to the capacity of the administrative
officers to be able to plan, organize, prioritize, and coordinate many different tasks at once.
Administrative officers are usually expected to perform a number of simultaneous tasks, including preparing
staff documents, completing procurement procedures, maintaining proper records, and coordinating with various
parties from within the school. Consequently, workload management should be characterized by proper decision-
making, proper task organization, and the ability to be responsive amidst changing administrative demands.
Quality of output, on the other hand, refers to the degree to which the products of administration conform to
organizational standards.
For administrative officers in DepEd, quality may be seen through the degree of compliance of reports, accuracy
of records, and effectiveness of administrative services as they contribute to the functioning of the entire school.
Efficient performance is also indicative of consistent effort and focus, in addition to adherence to the goals and
objectives of the organization.
Moreover, under the Human Capital Theory, work efficiency is considered the end product of an individual’s
investment in terms of education, training, skill acquisition, and experiences at work. In this context,
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administrative officers who have better job preparedness and professional competence will be able to exhibit
efficient work performance since they are well-equipped with the appropriate knowledge, skills, and procedures
in handling public sector administration. This includes the experience that they gained from being involved in
training programs and real work situations.
In essence, work efficiency is one of the most important measures that demonstrate the productivity of
organizations and indicate their ability to maintain their educational system through the capabilities of the
Administrative Officers.
THEORETICAL FRAMEWORK
In essence, the theory explains that an individual’s education, training, skills, and knowledge play a crucial role
in increasing productivity by acting as types of capital. Those people who are well-prepared and skilled will
certainly work successfully and efficiently. In this respect, administrative officials that are well-prepared and
competent will manage to work successfully and achieve the objectives of the organization.
In addition, the study includes Kolb's Experiential Learning Theory (1984). This theory argues that learning
occurs via experience. Under this theory, skills and competencies are built in a continuous cycle involving
experiencing, reflection, thinking, and acting. In this study, administrative officers improve their competence
and efficiency through hands-on experience and ongoing engagement in their tasks.
This explains why respondents with less work experience can still show high competence and efficiency.
Learning depends not just on time spent in the job but on the quality of experience. This theory also backs the
finding that work experience does not significantly affect job preparedness, competence, or efficiency, provided
employees are actively involved in meaningful learning experiences at work. Job Performance Theory adds
another layer to the study.
It identifies competence, knowledge, and skills as vital factors in job performance. The theory stresses that
performance is influenced by an individual’s ability to carry out tasks effectively. In this respect, competence
becomes the important connection between being prepared for the job and performing it effectively. Employees
who have been prepared usually develop their competence level, which assists them in completing the task
effectively.
The theory is relevant to the important connections identified between job preparedness, professionalism, and
work efficiency because competence is vital for job effectiveness. Additionally, Competency Theory stresses
that employee performance is driven by foundational competencies. Competencies are described as the blend of
knowledge, skills, abilities, motives, traits, and self-concept that allow someone to perform well in a specific
job. In this study, job preparedness represents the necessary foundational competencies for administrative
officers to fulfill their roles.
Competence entails an understanding of processes, technical know-how, and the willingness to perform assigned
tasks. Professional competence, however, is demonstrated by a combination of basic and advanced competencies
through the successful application of knowledge and skills in practice.
Conceptual Framework
The study assumed that job preparedness of administrative officers influences their professional competence
and, subsequently, their overall work efficiency within the Department of Education. Likewise, it was assumed
that factors such as their age, sex, highest educational attainment, number of hours of trainings/seminars
attended, and years of work experience may affect their level of job preparedness, professional competence, and
work efficiency.
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METHODOLOGY
Utilization of quantitative research methods was employed in the study to determine the relationship among the
degree of preparedness, professionalism, and efficiency at work of administrative officers. Descriptive-
correlational research design was used since the descriptive nature of the design made it possible for the
researcher to analyze the state of affairs within the study, while correlation enabled the determination of the level
of relationship among the variables in focus. The appropriateness of the design in the study is that it provided
for statistical relationship without manipulation.
Respondents of the Study
The respondents of this study consisted of a 106 out of 147 administrative officers who were currently assigned
to the different districts in Schools Division of Capiz.
Sampling Technique
The respondents of the study were selected using the simple random sampling technique. The total sample size
was computed using the formula for sample size (n) defined by William G. Cochran (1977).
n =
Where:
n
is the sample size
t
is the abscissa of the normal curve that cuts off an area of at the tails with = 0.05,and degree of
freedom n-1
P
is the proportion in the target population estimated to have a particular characteristic. If there is no
reasonable estimate, then use 50%
Q
= 1 – P
d
is the 0.05 margin of error
N
is the total population
The sample size was proportionately distributed using the formula for allocation by William G. Cochran (1955)
as follows:
ni=
Where:
ni = sample size from each district
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n = sample size of the population
N = total population
Ni= population from each district
All respondents who were officially listed were included in the lottery. The numbers that were drawn were taken
as respondents.
Research Instrument
The primary instrument for data collection was researcher-made questionnaire. The instrument use in the study
was composed of four parts.
Part 1 gathered data from the respondents, in terms of sex, age, highest educational attainment, number of hours
of trainings/seminars attended, and length of work experience.
Part II was on the Job Preparedness which measured the readiness of administrative officers;
Part III of the instrument was a scale that measured professional competence of the respondents; and Part IV
was composed of work efficiency with three dimensions, such as timeliness and accuracy of task, ability to
manage workloads, and quality of output.
Categorization of Variables
Job Preparedness
Scale Verbal Interpretation
4.50-5.00 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low
Professional Competence
Scale Verbal Interpretation
4.50-5.00 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low
Work Efficiency
Scale Verbal Interpretation
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4.50-5.00 Very High
3.50-4.49 High
2.50-3.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low
Age
29 years old and below
30 t0 39 years old
40 to 49 years old
Sex
Male
Female
Highest Educational Attainment
Bachelor’s Degree
BS with Master’s Units
Master’s Degree
Master’s Degree with Doctorate Units
Doctorate Degree
Number of hours trainings/seminars attended
Below 50 hours
51 to 100 hours
101 to 150 hours
151 to 200 hours
More than 200 hours
Length of Work Experience
Less than 1 year
1 year to 2 years
More than 2 years
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Data Gathering Procedure
Prior to the actual collection of data, the researcher sought permission from the Schools Division Office to
administer the questionnaire to the administrative officers. Upon approval was granted, the research instrument
was distributed personally and through Google Forms for those respondents who were absent during the
distribution of the instruments.
The researcher ensured the upholding of ethical standards, including ensuring that informed consent was
obtained from the participants of the research. Informed consent involves participants being aware of the
purposes of the study and its confidentiality. Completed questionnaires was retrieved, checked for completeness,
and encoded for analysis. All data were handled with strict confidentiality and were used solely for academic
purposes.
Statistical Analysis
Data were analyzed using both descriptive and inferential statistics. Descriptive statistics such as frequency
count, percentage, mean, and standard deviation was used in describing the data; while inferential statistics such
as Kruskal-Wallis H-test and the Mann-Whitney U-test was used to determine significant differences; while
Spearman rho was used to determine significant relationships between variables tested.
Validity and Reliability of the Instrument
The instrument underwent validation by the panel of experts to ensure content validity, clarity, and relevance.
All provided constructive feedback helped refine the content, clarity and grammar, and assured that each element
was aligned with the aims of the research and was appropriate to the subjects.
To ensure the reliability of the instrument, it was pilot-tested with 30 respondents to establish internal
consistency. Professional Competence yielded a Cronbach’s Alpha of .742, indicating that the instrument was
acceptable, while Work Efficiency demonstrated high reliability with an Alpha of .864. Overall, the instrument
is reliable and valid for data collection.
RESULTS AND DISCUSSIONS
Profile of the Respondents
Variable
Frequency
Percentage
Age
29 years old and below
38
35.85
30 t0 39 years old
54
50.94
40 to 49 years old
14
13.21
Total
106
100.00
Mean=32.79, SD=5.17
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Sex
Male
24
22.64
Female
82
77.36
Total
106
100.00
Highest Educational Attainment
Bachelor's Degree
43
40.57
With Masteral Units
39
36.79
Master's Degree
19
17.92
With Doctoral Units
5
4.72
Total
106
100.00
Number of Hours of Trainings/Seminars Attended
Below 50 hours
2
1.89
51 to 100 hours
34
32.08
101 to 150 hours
50
47.17
151 to 200 hours
13
12.26
More than 200 hours
7
6.60
Total
106
100.00
Mean=129.10, SD=67.06
Length of Work Experience
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Less than 1 year
31
29.25
1 year to 2 years
63
59.43
More than 2 years
12
11.32
Total
106
100.00
Mean=1.64, SD=1.32
Level of Job Preparedness of Administrative Officers as a Whole
Level of Preparedness
Frequency
Percent
Most Prepared
53
50.00
More Prepared
53
50.00
Total
106
100.00
Mean=4.51, SD=0.40 (Most Prepared)
Level of Professional Competence of Administrative Officers as a Whole
Level of Competence
Frequency
Percentage
Very High
58
54.71
High
48
45.28
Total
106
100.00
Mean=4.54, SD=0.41 (Very High)
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Note: Interpretation is based on the scale: 1.00-1.49 (Very Low), 1.50-1.49 (Low), 2.50-3.49 (Moderate), 3.50-
4.49 (High), 4.50-5.00 (Very High)
Level of Work Efficiency of the Respondents as a Whole
Level of Efficiency
Frequency
Percentage
Very High
41
38.68
High
65
61.32
Total
106
100.00
Mean=4.37, SD=0.43 (High)
Note: Interpretation is based on the scale: 1.00-1.49 (Very Low), 1.50-1.49 (Low), 2.50-3.49 (Moderate), 3.50-
4.49 (High), 4.50-5.00 (Very High)
Level of Work Efficiency in Terms of Dimensions
Dimensions
Mean
Sd
Verbal Interpretation
Timeliness and Accuracy of Tasks
4.37
0.44
High
Ability to Manage Workload
4.35
0.48
High
Quality of Output
4.38
0.52
High
As a Whole
4.37
0.43
High
Note: Interpretation is based on the scale: 1.00-1.49 (Very Low), 1.50-1.49 (Low), 2.50-3.49 (Moderate), 3.50-
4.49 (High), 4.50-5.00 (Very High)
Differences in the Level of Job Preparedness when Grouped according to Profile Variables
Variable
Level of Job Preparedness
Weighted
Mean
Type of Test
Test
Value
Asymp. Sig
Age
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29 years old and below
4.46
a
Kruskal Wallis H-test
2.290
ns
0.318
30 t0 39 years old
4.53
a
40 to 49 years old
4.59
a
Sex
Male
4.53
a
Mann Whitney U-test
-0.383
ns
0.702
Female
4.51
a
Highest Educational Attainment
Bachelor's Degree
4.46
a
Kruskal Wallis H-test
4.345
ns
0.227
With Masteral Units
4.61
a
Master's Degree
4.43
a
With Doctoral Units
Trainings Attended
Below 50 hours
4.79
a
Kruskal
Wallis H-test
8.798
ns
0.066
51 to 100 hours
4.50
a
101 to 150 hours
4.45
a
151 to 200 hours
4.59
a
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More than 200 hours
4.82
a
Length of Work Experience
Less than 1 year
4.50
a
Kruskal Wallis H-test
0.500
ns
0.779
1 year to 2 years
4.51
a
More than 2 years
4.56
a
ab
-means with the same letter superscript are not significantly different*-significant, **-highly significant,
ns
-not
significant
Relationship among Job Preparedness, Professional Competence, and Work Efficiency of the Respondents
Variable
Type of Test
R
r prob
Job Preparedness and Professional Competence
Spearman's rho
0.790**
0.000
Professional Competence and Work Efficiency
Spearman's rho
0.585**
0.000
Job Preparedness and
Work Efficiency
Spearman's rho
0.552**
0.000
**. Correlation is significant at the 0.01 level (2-tailed).
SUMMARY
This research study was undertaken in the Second District of Capiz Division for school year 2025-2026, and for
this reason, the following research questions are proposed to investigate the following factors:
1. What is the degree of job preparedness among the respondents as a whole and according to their age, gender,
highest educational attainment achieved, hours of training/seminar attendance, and years of employment
experience?
2. What is the level of professional competency among the respondents as a whole and according to their
profiles?
3. What is the level of work efficiency among the respondents as a whole and according to its dimensions
(timeliness ability to manage workload and quality of the outputs), and according to their profiles?
4. Is there any significant difference among job preparedness, professional competency, and work efficiency of
the respondents according to their age, gender, highest educational attainment achieved, hours of
training/seminar attendance, and years of employment experience?
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5. Is there any significant correlation between job preparedness, professional competency, and work efficiency?
The research study was conducted through the use of descriptive-correlational research method.
The data were gathered by the researcher using a questionnaire. A sample of 106 administrative officers out of
147 participated in the study. The administrative officer - respondents were randomly chosen through simple
random sampling technique from each district. Researcher-made questionnaires were used to answer the above-
mentioned problems.
Descriptive statistics were used to analyze the descriptive data. Inferential statistics such as Kruskal Wallis H-
test and Mann-Whitney U-test were used to analyze significant differences and relationships.
Findings of the Study
Most of the respondents aged 30 to 39 years old, predominantly female, largely bachelor’s degree holders, had
attended 101-150 hours, and in the service between 1-2 years.
Results of the study revealed that the level of job preparedness of the administrative officers as a whole, and
when grouped according to age, sex, highest educational attainment, number of hours trainings/seminars
attended, and length of work experience demonstrated “most prepared” level. Findings also revealed shows that
the respondents indicated strong readiness in performing their roles and responsibilities.
The study revealed that the level of professional competence as a whole and when group according to their
profile variables exhibited high to very high level, suggesting consistently strong competence regardless of
demographic and professional characteristics.
The findings likewise revealed that the level of work efficiency among administrative officers, across its
dimensions, and when grouped according to their profile variables was very high.
The findings also indicate that job preparedness, professional competence, and work efficiency do not
significantly differ when respondents are grouped according to the profile variable. This suggests that these three
key variables are consistently observed among administrative officers, regardless of their personal and
professional profiles.
Moreover, results revealed that there is a significant relationship among job preparedness, professional
competence, and work efficiency of administrative officers.
Specifically, job preparedness and professional competence show a strong positive relationship, suggesting that
higher level of preparedness is associated with higher professional competence.
The findings also suggest that the three variables are interrelated, and the improvements in one area are likely to
enhance the others.
CONCLUSIONS
The conclusions drawn from the findings of the study are as follows:
1. Job preparedness among the respondents is consistent among the different profile variables, which means that
their job preparedness is not affected by their demographic and professional profiles. The respondents have a
"very high" professional competence level in general. They are equipped with the appropriate knowledge and
skills in performing the job demands.
2. The professional competence of the administrative officers is also high to very high as a whole and as grouped
according to their profile variables. Consequently, one can draw the conclusion that the participants exhibit
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professionalism at a higher level regardless of their demographics and profession. This is because they have
the required knowledge and ability to perform their work efficiently.
3. Work efficiency among administrative officers is "very high" in terms of its dimension and profile variables
as well. Thus, it can be concluded that the respondents always exhibit high-level performance and productivity
regardless of their profile variables. They perform excellently in completing work tasks and accomplishing
the job requirements with quality results.
4. There is no significant difference among the levels of job preparedness, professional competence, and work
efficiency when grouped according to their profile variables. This also means that the three important
variables are always evidenced among the administrative officers irrespective of their personal and
professional attributes.
5. There is an existing relationship between job preparedness, professional competence, and work efficiency of
the administrative officers. Job preparedness has a strong positive relationship with professional competence,
implying that high job preparedness corresponds to high professional competence. On the other hand, there
is a positive relationship between job preparedness and work efficiency.
RECOMMENDATIONS
Based on the results and conclusions drawn from the above research study, the following recommendations are
hereby offered by the researcher:
1. For the Division of Capiz to put up a Strategic Mentorship Program where senior administrators will give
structured mentoring to young administrators to bridge the readiness gap. Equal opportunities for
professional growth and development may be provided to all administrative officers regardless of age,
sex, educational attainment, or work experience, to maintain fairness and consistency in performance
across all groups.
2. The Human Resource Management Office (HRMO) may continue to strengthen existing competency
development programs to sustain this strong performance of high level competence of the administrative
officers. Training, seminars, and capacity-building activities must continually be conducted to improve
their knowledge and skill levels.
3. Administrative officers may actively adopt digital tools and may continuously improve their work
strategies to further enhance productivity and maintain their very high level of efficiency. Also, the IT
Department may strengthen work efficiency by introducing process improvement and digitalization
initiatives, such as the use of automated systems for records management, reporting, and workflow
monitoring. This will help reduce administrative burden and further improve timeliness and accuracy of
tasks.
4. The Department of Education may conduct specialized workshops on digital productivity tools and
"Lean" administrative processes to help officers maintain high efficiency without the risk of burnout.
Considering that younger and less experienced officers show lower proficiency levels, the Human
Resource Department should develop a "Competency-Based Onboarding Roadmap" specifically tailored
to accelerate the technical and ethical training of administrative officers with fewer than five years of
service.
5. The Division of Capiz may strengthen the significant relationship among preparedness, competence, and
efficiency by shifting from one-off seminars to a holistic “Professional Development Continuum” that
ensures training hours are directly aligned with the specific technical demands of school governance.
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