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Competencies Portfolio of Public-School Learning Resource Management System Coordinators.

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Title: Competencies Portfolio of Public-School Learning Resource Management System Coordinators.
Authors: Sisno, Jetzi Mae T.1, Sisno, Romulo T.2
Source: Psychology & Education: A Multidisciplinary Journal. 2025, Vol. 47 Issue 9, p1160-1165. 6p.
Subject Terms: *Educational technology, *Instructional systems design, *Public education, *Career development, Resource management, Employment portfolios
Abstract: In light of the growing demand for high-quality instructional materials and the increasing integration of technology in education, Learning Resource Management System (LRMS) coordinators are responsible for both pedagogical and technical tasks. However, many lack role-specific professional development frameworks, leading to gaps in competency that hinder the full potential of the LRMS in the Department of Education. This developmental research aimed to design, validate, and determine the acceptability of a standard competencies portfolio for public school LRMS coordinators in the Schools Division of Escalante City. The study involved 84 participants—42 LRMS coordinators and 42 school heads—selected through complete enumeration. Two researcher-made instruments, a survey questionnaire and a survey scale, were developed, validated by five experts using Lawshe's Content Validity Ratio (CVR), and tested for reliability through Cronbach's Alpha. Data analysis employed descriptive statistics to identify competency gaps and assess the instrument's reliability and acceptability. Results indicated that the developed competencies portfolio, covering core purpose, key outcomes, professional knowledge, skills and attitudes, leadership, ICT skills, and learning resource development processes, was valid, highly reliable, and very highly acceptable. The framework serves as both a selection guide for school heads and a professional growth tool for coordinators, enabling targeted training, coaching, and performance enhancement. Findings underscore the importance of standardized competency frameworks in strengthening educational resource management and ensuring consistent, high-quality service delivery. The study recommends the institutional adoption of the portfolio to align role expectations, guide training programs, and improve the efficiency and effectiveness of LRMS coordinators. [ABSTRACT FROM AUTHOR]
Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Competencies Portfolio of Public-School Learning Resource Management System Coordinators.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+%26+Education%3A+A+Multidisciplinary+Journal%22">Psychology & Education: A Multidisciplinary Journal</searchLink>. 2025, Vol. 47 Issue 9, p1160-1165. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+education%22">Public education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+management%22">Resource management</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+portfolios%22">Employment portfolios</searchLink>
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  Data: In light of the growing demand for high-quality instructional materials and the increasing integration of technology in education, Learning Resource Management System (LRMS) coordinators are responsible for both pedagogical and technical tasks. However, many lack role-specific professional development frameworks, leading to gaps in competency that hinder the full potential of the LRMS in the Department of Education. This developmental research aimed to design, validate, and determine the acceptability of a standard competencies portfolio for public school LRMS coordinators in the Schools Division of Escalante City. The study involved 84 participants—42 LRMS coordinators and 42 school heads—selected through complete enumeration. Two researcher-made instruments, a survey questionnaire and a survey scale, were developed, validated by five experts using Lawshe's Content Validity Ratio (CVR), and tested for reliability through Cronbach's Alpha. Data analysis employed descriptive statistics to identify competency gaps and assess the instrument's reliability and acceptability. Results indicated that the developed competencies portfolio, covering core purpose, key outcomes, professional knowledge, skills and attitudes, leadership, ICT skills, and learning resource development processes, was valid, highly reliable, and very highly acceptable. The framework serves as both a selection guide for school heads and a professional growth tool for coordinators, enabling targeted training, coaching, and performance enhancement. Findings underscore the importance of standardized competency frameworks in strengthening educational resource management and ensuring consistent, high-quality service delivery. The study recommends the institutional adoption of the portfolio to align role expectations, guide training programs, and improve the efficiency and effectiveness of LRMS coordinators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188789384
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        Text: English
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      – SubjectFull: Public education
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              Text: 2025
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