INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

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. Ebon¹*, 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?

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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?

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

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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.

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

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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, 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

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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.

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.

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Respondents of the Study

The respondents of this study consisted of a106 selected administrative officers II 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).

2

푡

PQ

2

푑

n =

2

1

푡

PQ

2

1+

(

−1)

푁

푑

Where:

n is the sample size

t

is the abscissa of the normal curve that cuts off an area of 훼 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:

푛ꢀ푖

ni=

ꢀ

Where:

ni = sample size from each district

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

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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

Very High

High

4.50-5.00

3.50-4.49

2.50-3.49

1.50-2.49

1.00-1.49

Professional Competence

Scale

Moderate

Low

Very Low

Verbal Interpretation

Very High

High

4.50-5.00

3.50-4.49

2.50-3.49

1.50-2.49

1.00-1.49

Work Efficiency

Scale

Moderate

Low

Very Low

Verbal Interpretation

Very High

High

4.50-5.00

3.50-4.49

2.50-3.49

Moderate

Low

1.50-2.49

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Very Low

1.00-1.49

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

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,

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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

Age

Frequency

Percentage

29 years old and below

38

54

14

35.85

50.94

13.21

100.00

30 t0 39 years old

40 to 49 years old

Total

106

Mean=32.79, SD=5.17

Sex

Male

Female

Total

24

82

106

22.64

77.36

100.00

Highest Educational Attainment

Bachelor's Degree

43

39

40.57

36.79

With Masteral Units

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Master's Degree

With Doctoral Units

Total

19

5

106

17.92

4.72

100.00

Number of Hours of Trainings/Seminars

Attended

Below 50 hours

51 to 100 hours

101 to 150 hours

151 to 200 hours

More than 200 hours

Total

2

34

50

13

7

1.89

32.08

47.17

12.26

6.60

106

100.00

Mean=129.10, SD=67.06

Length of Work Experience

Less than 1 year

31

63

12

29.25

59.43

11.32

100.00

1 year to 2 years

More than 2 years

Total

106

Mean=1.64, SD=1.32

Level of Job Preparedness of Administrative Officers as a Whole

Level of Preparedness

Most Prepared

More Prepared

Frequency

Percent

50.00

53

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

Very High

High

Frequency

Percentage

54.71

58

48

45.28

Total

106

100.00

Mean=4.54, SD=0.41 (Very 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 of the Respondents as a Whole

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Level of Efficiency

Very High

High

Frequency

Percentage

38.68

41

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

4.37

4.35

4.38

4.37

Sd

Verbal Interpretation

Timeliness and Accuracy of Tasks

Ability to Manage Workload

Quality of Output

0.44

0.48

0.52

0.43

High

As a Whole

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

Weight

ed

Type of Test

Test

Value

Asymp. Sig

Mean

Age

29 years old and below

30 t0 39 years old

40 to 49 years old

4.46^a

4.53^a

4.59^a

Kruskal Wallis H- 2.290^ns

test

0.318

Sex

Male

Female

4.53^a

4.51^a

Mann Whitney U- -0.383^ns

test

0.702

0.227

Highest

Attainment

Educational

Bachelor's Degree

With Masteral Units

Master's Degree

4.46^a

4.61^a

4.43^a

Kruskal Wallis H- 4.345^ns

test

With Doctoral Units

Trainings Attended

Below 50 hours

4.79^a

4.50^a

Kruskal

Wallis H-test

8.798^ns

0.066

51 to 100 hours

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101 to 150 hours

151 to 200 hours

More than 200 hours

4.45^a

4.59^a

4.82^a

Length of Work Experience

Less than 1 year

4.50^a

4.51^a

4.56^a

Kruskal Wallis H- 0.500^ns

test

0.779

1 year to 2 years

More than 2 years

^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

Competence

Professional Competence and Work

Efficiency

Job Preparedness and

Work Efficiency

Preparedness

and

Professional

Spearman's rho

0.790** 0.000

0.585** 0.000

0.552** 0.000

Spearman's rho

**. 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:

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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 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

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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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