Teacher Quality in the Light of the Philippine Professional Standards for Teachers

• Main Authors: Johnny Roberto, Dennis V. Madrigal
• Format: Article
• Language: English
• Published: University of Negros Occidental-Recoletos Graduate School 2018-12-01
• Series: Philippine Social Science Journal
• Subjects: basic education; philippine professional standards for teachers; competence; teaching performance
• Online Access: https://philssj.org/index.php/main/article/view/13/10
• ISSN: 2672-3107; 2704-288X

The paper aimed to assess the respondents’ level of teaching standards competence using the Philippine Professional Standards for Teachers (PPST) and their performance using the school’s Teacher Performance Evaluation, respectively. Likewise, it purported to determine the significant difference in the level of teaching standards competence and performance of teachers when teachers were grouped according to sex, marital status, educational attainment, and status of employment. The respondents were the whole population of the basic education department of a diocesan school in Antique composed of 33 teachers. Using a descriptive-comparative and correlational research design, the standardized questionnaires on teaching standards competence using PPST and teaching performance using teacher performance evaluation of the diocesan school were utilized to gather the data. Descriptive and inferential analyses using the mean, Mann Whitney U and Independent Samples t-test, and the Pearson Product Moment of Correlation were utilized to analyze the data. The findings revealed that the level of teaching standards competence and performance of basic education teachers as assessed by the principals and teachers themselves were proficient and satisfactory, respectively. Moreover, the findings further showed no significant difference in both the teaching standards competence and performance when the teachers were grouped according to sex, educational attainment, marital status, and status of employment. However, the overall findings revealed that there is a significant relationship between the level of teaching standards competence and performance.