Assessing Teachers Using Philippine Professional Standards for Teachers

I. Introduction

Teacher’s qualities, character, qualifications, and professional

competences are the cornerstones, on which successful national education

ultimately depends (Aghaie, Ali 2006). Henceforth, it is imperative to capitalize on

developing and improving teacher’s competence to better transform and strike

change not only in the lives of the learners but as well as, in the society at large

(Arora. R. K. 1992). Several educational research studies endeavor to describe

analytically the attributes of an effective and good teacher. However, there are

few ones which lack the depth and breadth of the competencies, which should

be taken into full consideration. Rather than considering a feasible and holistic

framework, some frameworks narrowly provide standards and are not coherent

and practical; hence, the adoption of a more suitable set of standards has to be

made. In this case, few frameworks are collated and elaborated below in order

to shed light on the aspects which was were examined by a technical panel

composed of practitioners in the field education who are teaching various

content areas(DepEd Order No. 36, s, 2013, DepEd Order No. 42, s. 2017, and

Donthula, Mahesh 2017) .There are three aspects that need to be examined which

include cognitive, emotional and practical competencies of teachers

(Fathivajargah, Kurosh2003). These aspects provide a holistic view of the attributes of

teachers. Cognitive competencies cover the teacher’s self-cognition, learners-cognition,

and cognition of the teaching-learning process. On the other hand, emotional

competencies are based on interests, values, and attitudes which helped to improve the

personal effectiveness of the teachers. Finally, practical competency refers to teacher’s

competence in relation to the actual, scholarly and collaborative dealings with students,

classrooms, schools and the society. These teachers’ competencies shall cover: 1)

effective development and assessment of different thinking skills; 2) adoption of new

ideas as regard teaching methods; 3) effective classroom management which allows

proper communication between them and their students; 4) integration of ICT to

teaching; 5) improved research skills; and 6) skillful in carrying out academic evaluation.
 II. Results and Discussion

The pragmatic aspect of any action research is that it gives the concerned

agencies a responsive look to the ways of doing of stakeholders in the system with the interplay

of various aspects such as issues within or outside the system that affect the total performance

of the system in its entirety. Hence, the present inquiry allows the exploration of issues as

evidenced by the results below. Among the 160 respondents, 115 are females and dominate

the teaching profession. This is consistent with that of the statistics which proved that there are

more female teachers in the Philippines as compared to male faculty. Further, more female

teachers are pursuing continuing professional development (CPD) initiatives (San

Buenaventura, Patricia Anne R. 2019). Most of the respondents have gained full-time status

which is 136 or 85% of the total sample, followed by the 24 part-time or 15% of the sample.

This provides that more teachers may now have the capacity to pursue CPD and explore more

possibilities as regards to the profession due to a more stable income. The respondents are

dominated by baccalaureate degree holders, with a frequency of 74 or 54% of the total sample.

This is followed by the 64 master degree holders or 46% of the total sample. Lastly, there are 22

who are the holders of doctorate degree or 16% of the sample. Relative to the case of the

Philippines, it is highly observed that most of the in-service teachers are only baccalaureate

degree holders; hence, there is an existing need for professional development to encourage

and/or oblige teachers to pursue graduate studies and even post-graduate programs. As

evidenced by various studies, the professional development of teachers, especially through

these endeavors, greatly affects the development of improved teachers’ competence

(Fathivajargah, Kurosh 2003 and Aghaie, Ali 2006). In terms of length of service, most of the

respondents (38 or 24%) had a working experience of 3-5 years, followed by those who had

working experience of 6-10 years (33 or 21%) and those who had a working experience of 1-2

years (32 or 20%). The teachers’ number of years in the field may or may not inform teaching

competency since it depends on how teachers manage their career and profession effectively

throughout the duration of their service. Although, it is commonly understood that seasoned

teachers are better than novice ones in the areas of content knowledge and pedagogy, learning

environment, diversity of learners, curriculum and planning, assessment and reporting,

community linkages and professional engagement, and personal growth and professional

development. Most of the respondents identified themselves in the Professional category as it

has a frequency of 151 or 94%. Secondly, 5 or 3% of the total sample are in the Middle Manager

category. Moreover, the majority of the respondents have dominated teachers from Basic

Education with a frequency count of 94 or 59% of the total sample used in this study at hand.

The other 66 or 41% of the total sample are teachers from Higher Education.

Table 1. Scale of Verbal Interpretation

Mean (M) Verbal Interpretation (VI)

1.00-1.75 Beginning Teachers (BT)

1.76-2.50 Proficient Teachers (PT)

2.51-3.25 Highly Proficient Teachers (HPT)

3.26-4.00 Distinguished Teachers (DT)

Table 1 to interpret the numerical results based on the processed data in terms of the PPST

domains, the scale below provides the verbal interpretation for each interval which is derived

from the PPST. The verbal interpretation of each mean is defined. Firstly, Beginning Teachers

refer to those who have gained the qualifications recognized for entry into the teaching

profession. They have a strong understanding of the subjects/areas in which they are trained in

terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and

values that support the teaching and learning process. They manage learning programs and

have strategies that promote learning based on the learning needs of their students. They seek

advice from experienced colleagues to consolidate their teaching practice. Secondly, Proficient

Teachers refer to teachers who are professionally independent in the application of skills vital

to the teaching and learning process. They provide focused teaching programs that meet

curriculum and assessment requirements. They display skills in planning, implementing and

managing learning programs. They actively engage in collaborative learning with the

professional community and other stakeholders for mutual growth and advancement. They are

reflective practitioners who continually consolidate the knowledge, skills and practices of

beginning teachers. Thirdly, Highly Proficient Teachers refers to those who have consistently

displayed a high level of performance in their teaching practice. They manifest an in-depth and

sophisticated understanding of the teaching and learning process. They have high education-

focused situation cognition, are more adept in problem solving and optimize opportunities
gained from experience. They provide support and mentoring to colleagues in their professional

development, as well as work collaboratively with them to enhance the learning and practice

potential of their colleagues. They continually seek to develop their professional knowledge and

practice by reflecting on their own needs, and those of their colleagues and students.Lastly,

Distinguished Teachers refer to those who embody the highest standard for teaching grounded

in global best practices. They exhibit exceptional capacity to improve their own teaching

practice and that of others. They are recognized as leaders in education, contributors to the

profession and initiators of collaborations and partnerships. They create lifelong impact in the

lives of colleagues, students and others. They consistently seek professional advancement and

relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the

education community and stakeholders for the improvement of education provision in the

Philippines (DepEd Order No. 42, s. 2017).

Table 2 provides the tabular summary of the results in terms of the standards related to

content knowledge and pedagogy of the respondents. As evidenced above, most of the

teachers are highly proficient in using effective communication strategies and integrating ICT in

the classroom with 2.56 and 2.55 weighted means, respectively. However, it is worth noting

that teachers were only proficient in terms of aspects relative to principles of teaching and

learning derived from research engagement with a weighted mean of 2.39 only. Besides, most

of them are proficient in terms of developing higher-order thinking skills (HOTS) among their

students as shown by the weighted mean, 2.45.

Table 2. Content Knowledge and Pedagogy

 Domain 1 M VI

Content knowledge and its application within and across curriculum 2.52 HPT

areas.

Research-based knowledge and principles of teaching and learning. 2.39 PT

Positive use of ICT. 2.55 HPT

Strategies for promoting literacy and numeracy. 2.51 HPT

Strategies for developing critical and creative thinking, as well as 2.45 PT

other higher-order thinking skills

Mother Tongue, Filipino and English in teaching and learning. 2.54 HPT

Classroom communication strategies. 2.56 HPT

Overall Mean 2.50 PT

In general, the respondents considered themselves as proficient in terms of Domain 1.

However, most of the teachers are still unconcerned with research involvement and the

development of HOTS. Hence, there is a prior need for teachers to boost their research

engagement so that new ideas and innovations, including HOTS, in teaching and learning, could

be explored and applied in the classroom.

Table 3. Learning Environment

Domain 2 M VI

Learner safety and security. 2.69 HPT

Fair learning environment. 2.80 HPT

Management of classroom structure and activities. 2.53 HPT

Support for learner participation 2.57 HPT

Promoting or purposive learning 2.42 PT

Management of learner behavior 2.56 HPT

Overall Mean 2.60 HPT

Table 3 focuses on the aspect of NCBTS in terms of learning environment. Based on the results

above, most of the teachers are highly proficient in promoting a fair learning environment

inside their classrooms that has received the highest weighted mean of 2.80. However, the

aspect related to the promotion of purposive learning received the lowest weighted mean of 2.

43. Although most of the teachers are highly proficient in terms of Domain 2 as evidenced by

the weighted mean of 2.60, teachers still need to emphasize the need for purposive learning so

that students could develop independent and free thinking.

Table 4. Diversity of Learners

Domain 3 M VI

Learners’ gender, needs, strengths, interests, and experiences. 2.46 PT

Learners’ linguistic, cultural, socio-economic and religious 2.41 PT

backgrounds.

Learners with disabilities, giftedness, and talents. 2.28 PT

Learners in difficult circumstances. 2.23 PT

Learners from indigenous groups. 2.23 PT

Overall Mean 2.32 PT

Table 4 offers the general outcomes with regards to the extent of skillability of instructors in

phrases of handling the range of beginners. As proven above, maximum of them are talented in

handling the newbies’ gender and desires and facilitating their diverse studies withinside the

academic process (2.46). It is likewise really well worth noting that despite the fact that

maximum of them are talented in all elements associated with Domain 3 (2.32), they acquired

the bottom imply of 2.23 for each tenets associated with the control of rookies with disabilities

and from indigenous corporations. In the fast-transferring society, colleges face the ever-

converting needs of the curriculum this is responsive and applicable to the desires of the

rookies who're various through the tradition cultures they may be dwelling in today. The

Philippines, for an instance, except its wealthy and indigenous cultural heritage, is open for

western and unfastened acculturation because of the appearance of globalization. This

presupposes the concept for the improvement of sensitivity among and amongst school in

dealing with indigenous agencies and newbies stimulated through the globalized society. The
equal is genuine in dealing with newbies with disabilities in order that no learner might be left

behind.

Table 5. Curriculum and Planning

Domain 4 M VI

Planning and management of teaching-learning process. 2.47 PT

Learning outcomes aligned with learning competencies. 2.32 PT

Relevance and responsiveness of learning programs. 2.39 PT

Professional collaboration to enrich teaching practice. 2.43 PT

Teaching and learning resources including ICT. 2.31 PT

Overall Mean 2.38 PT

Table 5 gives the effects relative to the powerful control of curriculum and making plans of

instruction. Based at the consequences above, maximum instructors taken into consideration

themselves as gifted in making plans and control of instruction (2.47). However, it's far

obtrusive that during phrases of the usage of ICT as a tutorial tool, instructors assessed

themselves as gifted with the bottom imply of 2.31. Overall, instructors rated themselves as

talented handiest in imposing Domain 4. It can be deduced that instructors nevertheless keep

an ambivalent mind-set closer to ICT integration withinside the classroom. Through the years,
this difficulty is generally attributed to loss of centers and inability, if not, choice of a few

instructors to govern conventional instructional equipment than the brand new ones.

Table 6. Assessment and Reporting

Domain 5 M VI

Design, selection, organization, and utilization of assessment 2.48 PT

strategies.

Monitoring and evaluation of learner progress and achievement. 2.46 PT

Feedback to improve learning. 2.51 HPT

Communication of learner needs, progress and achievement to key 2.51 HPT

stakeholders.

Use of assessment data to enhance teaching and learning practices 2.37 PT

and programs.

Overall Mean 2.44 PT

Table 6 reveals the level of proficiency of the teachers relative to proper assessment and

reporting of learning performance. It is evidenced that most of the teachers assessed

themselves as highly proficient in terms of providing feedback not only to the learners but as

well as to other stakeholders (2.51). On the other hand, teachers only considered themselves as

proficient in applying the results of the assessment as a tool for enhancement of learning

(2.37). In general, teachers are only proficient in managing skills and activities relative to
Domain 5 (2.44). The Philippine curriculum follows the Outcomes-Based Education principles in

planning and assessing the learning performance of the students. Corollary to this, it is evident

that there is an existing gap between assessment and enhancement of teaching and learning

through OBE. Henceforth, this impinges a demand for re-orientation as regard to this gap.

Table 7. Community Linkages and Professional Engagement

Domain 6 M VI

Establishment of learning environments that are responsive to 2.49 PT

community contexts.

Engagement of parents and the wider school community in the 2.46 PT

educative process.

Professional ethics. 2.49 PT

School policies and procedures. 2.65 HPT

Overall Mean 2.52 HPT

Table 7 the pragmatic aspect of any action community is that it gives the concerned agencies a

responsive look to the ways of doing of stakeholders in the system with the interplay of various

aspects such as issues within or outside the system that affect the total performance of the

system in its entirety. Hence, the present inquiry allows the exploration of issues as evidenced
by the results below. Among the 160 respondents, 115 are females and dominate the teaching

profession. This is consistent with that of the statistics which proved that there are more

female teachers in the Philippines as compared to male faculty. Further, more female teachers

are pursuing continuing professional development (CPD) initiatives (San Buenaventura, Patricia

Anne R. 2019). Most of the respondents have gained full-time status which is 136 or 85% of the

total sample, followed by the 24 part-time or 15% of the sample. This provides that more

teachers may now have the capacity to pursue CPD and explore more

Table 8. Personal Growth and Professional Development

Domain 7 M VI

Philosophy of teaching. 2.65 HPT

The dignity of teaching as a profession. 2.73 HPT

Professional links with colleagues. 2.50 PT

Professional reflection and learning to improve practice. 2.40 PT

Professional development goals. 2.47 PT

Overall Mean 2.55 HPT

Table 8 offers the effects applicable to the extent of private increase and expert improvement

of the teacher-respondents. Teachers taken into consideration themselves as exceptionally

talented in phrases of upholding the honor and integrity of the coaching profession (2.73), and

articulating suitable philosophy of coaching (2.65). However, it's far glaring that instructors
discover it difficult to undertake expert mirrored image so as to enhance gaining knowledge of

as proven through the bottom resultant weighted imply of 2.40. Overall, they assessed

themselves as noticeably gifted in wearing out the requirements set on this domain. In line with

the mandate of the Department of Education to offer fine education, instructors are

recommended and required to have interaction in Continuing Professional Development

applications to earn gadgets and enhance their knowledge, skills, and values relative to lecture

room instruction. Since there may be an current hole among those aspects, answers should be

made. Table 9. Over-all mean for Professional Standards for Teachers

Domain M VI

Domain 1 (Content Knowledge and Pedagogy) 2.50 PT

Domain 2 (Learning Environment) 2.60 HPT

Domain 3 (Diversity of Learners) 2.32 PT

Domain 4 (Curriculum & Planning) 2.38 PT

Domain 5 (Assessment & Reporting) 2.44 PT

Domain 6 (Community Linkages & Professional Engagement) 2.52 HPT

Domain 7 (Personal Growth & Professional Development) 2.55 HPT

Overall Mean 2.47 PT

Table 9 summarily covers the general imply of every area withinside the PPST framework.

Based at the effects from above, instructors taken into consideration themselves as particularly
talented in phrases of successfully addressing the getting to know environment (2.60),

constructing network linkages and expert engagement (2.52), and that specialize in private

boom and expert development (2.55). These consequences assist the profile of the respondents

because the mixed numbers of respondents are masters and doctorate graduates aside from

the end result that they categorized.

III. Conclusions and Recommendations

The instructors’ response to the range of newbies places forth a tough function to

educators at present. By this, instructors are constantly reminded to replace their capacity to

grow to be able in coping up with the demanding situations of a different network of rookies

introduced approximately with the aid of using cultural, social, environmental, and character

distinctness this is usually below the flux of consistent extrade and technological influence. As

this research tracks those desires, private and institutional efforts are required to propagate

fine reaction to such an issue.Also, it's miles unlucky to notice that the respondents taken into

consideration themselves as gifted instructors or withinside the 2nd level out of the 4 level-

trendy primarily based totally on their universal self-evaluation according with the PPST

framework. Hence, as supplied through the outcomes above, gaps a few of the domain names

are diagnosed. In the mild of those outcomes, instructors are endorsed to have interaction in

seminars, fora, and conventions that can replace, if not, raise their knowledge, skills, and

attitudes in enhancing the getting to know environment, leaners’ holistic improvement,

curriculum planning, evaluation of mastering, network collaboration and expert growth.

Solutions will be framed in my view and institutionally. Teachers’ private dedication to enhance
coaching competence is instrumental and powerful in wearing out the needs of PPST that is

supplemented and supported with the aid of using institutional efforts. Corollary to this,

instructors may also take part in seminar-trainings subsidized via way of means of well-

reputable teacher-companies and universities which permit and/or offer expert improvement

packages and quick publications to instructors. The Department of Education withinside the

Philippines, because the governing agency, has to make sure the supply of sustainable and

equitable in-carrier packages or publications with a purpose to assist instructors to enhance

themselves withinside the profession they have got chosen. The guide needs to be responsive

and reflective of the prevailing gaps diagnosed through a few instructors withinside the real

implementation of the framework. The development of the instructors’ overall performance

needs the assist of each inner and outside stakeholder in order that there can be a holistic

method in addressing the present gaps among the instructors’ desires and every area of the

PPST.

IV. Reflection

Philippines Professional Standards for Teachers (PPST) are new structure

in education, that implemented for the teacher in the Philippines. We know that

teachers are one of the most important in our country especially in our school.

Teachers can give a national development through teaching all learners with high

quality education. Teacher's must be qualities, character, qualifications, and

professional competences are the base, on which successful national education

ultimately depends. With them, the country is able in order to produce and

develop learners, who may lead the country to development of the students and

progress students more.

Teachers play a vital role in our country in order to teach learners with

a new curriculum which is K to 12 education curriculum. My thoughts about

Philippines Professional Standards for Teachers, through this new

implementation of Department of Education, Philippines Professional Standards

for Teachers (PPST) gives idea to all teachers with the high quality education to

teach the learners in the Philippines. Teachers quality of Philippines Professional

Standards for Teachers are more knowledgeable in order to different subject and

strands especially to the 21st century and the new curriculum which is K to 12

education curriculum.

Therefore, the teacher who connected with the Philippines

Professional Standards for Teachers (PPST) are high quality of education they

can teach to all learners or students because of this new implementation.

Philippines Professional Standards for Teachers (PPST) is one of best

implementation of Department of Education that teachers and learners can

benefit the high quality of this new implementation which is Philippines

Professional Standards for Teachers (PPST).

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