Universal Journal of Educational Research 8(3): 739-746, 2020 http://www.hrpub.

org
DOI: 10.13189/ujer.2020.080302

Assessing Teachers Using Philippine Standards

for Teachers
EMEJIDIO C. GEPILA JR.

College of Education, Polytechnic University of the Philippines, Philippines

Research Management Office, Polytechnic University of the Philippines, Philippines

Received September 27, 2019; Revised November 25, 2019; Accepted December 4, 2019

Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract Teachers are catalysts of national professional competences are the cornerstones, on which
development. With them, the nation is able to produce and successful national education ultimately depends.
develop learners, who may lead the country to Henceforth, it is imperative to capitalize on developing and
development and progress. Enhancing teachers’ quality improving teachers’ competence to better transform and
and upholding quality teaching standards, therefore, should strike change not only in the lives of the learners but as well
be given utmost importance for the long term and as, in the society at large.
sustainable nation building. In the case of the Philippines, Several educational research studies endeavor to
teachers’ competence is assessed through Philippine describe analytically the attributes of an effective and good
Professional Standards for Teachers (PPST), a new teacher. However, there are few ones which lack the depth
framework that was adopted from its former paradigm, and breadth of the competencies, which should be taken
National Competency-Based Teacher Standards (NCBTS) into full consideration. Rather than considering a feasible
through DepEd Order no. 42, s. 2017. This paper and holistic framework, some frameworks narrowly
investigates the teaching competence of 160 teachers from provide standards and are not coherent and practical; hence,
Southern Luzon in the light of the tenets of PPST. Through the adoption of a more suitable set of standards has to be
the descriptive and quantitative method of data gathering, a made. In this case, few frameworks are collated and
researcher-made questionnaire following the Likert Scale elaborated below in order to shed light on the aspects
was employed to collate the respondents’ lived experiences which was were examined by a technical panel composed
relative to the seven domains of PPST. The investigation of practitioners in the field education who are teaching
revealed that most of them assessed themselves as highly various content areas.
proficient in managing the learning environment and There are three aspects that need to be examined which
proficient only in coping up with learners’ diversity. Hence, include cognitive, emotional and practical competencies of
there is an identified gap in terms of the teachers’ needs to teachers [6]. These aspects provide a holistic view of the
improve learners’ diversity management. Through the attributes of teachers. Cognitive competencies cover the
domains of the PPST, in sum, they considered themselves teacher’s self-cognition, learners-cognition, and cognition
as proficient only. As a result, continued personal and of the teaching-learning process. On the other hand,
institutional efforts are highly recommended to help emotional competencies are based on interests, values, and
teachers improve their competence in the profession and attitudes which helped to improve the personal
eventually the community at large. effectiveness of the teachers. Finally, practical competency
refers to teacher’s competence in relation to the actual,
Keywords Polytechnic University of the Philippines, scholarly and collaborative dealings with students,
Teaching Competence, Philippine Professional Standards classrooms, schools and the society.
for Teachers, Teachers’ Assessment 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
1. Introduction communication between them and their students; 4)
integration of ICT to teaching; 5) improved research skills;
Teacher’s qualities, character, qualifications, and and 6) skillful in carrying out academic evaluation [1].
740 Assessing Teachers Using Philippine Standards for Teachers

Meanwhile, teachers’ competencies can be classified as learning psychology, teaching-learning process, classroom
characteristic or scientific. The former entails the ability of management, teaching methods, assessment and evaluation
the teachers to successfully apply appropriate classroom into the actual classroom field. Meanwhile, specialized
management with the following orientations: competencies make sure that teachers have the content
student-oriented authoritarian, student-oriented and mastery of what they are teaching including the effective
intimacy oriented, subject-oriented and intimacy oriented ways in organizing the content and learning experiences.
and subject-oriented authoritarian [16]. An effective Further, it demands teachers to keep accurate records and
teacher skillfully chooses which among these orientations give feedback to the students.
is feasible for his/her class. The latter presupposes the If teachers have professional competencies, they will
theoretical and practical understanding of educational regard following points:n1) emphasis on human
psychology, teaching methods, new communication relationship and cooperation in improving the learning
methods, social psychology, and communicating results to conditions; 2) more emphasis on the consequences of
students who consider the whole teacher-cognition process learning than on its products; 3) emphasis on learners’
These views, however, do not include the abilities of the self-evaluation, and their responsibility for their learning
teachers to develop special skills which could widen their and also other students’ learning; 4) making opportunities
abilities to promote instructional leadership; henceforth, for internal motivation development; 5) increasing
the contentions that divide teachers’ competencies into two judgmental sources and data validity; 6) giving descriptive
categories: vocational and personal [17]. These personal feedback to bring improvement and performance
competencies are borne out from their mental and physical development; and 7) modulation of evaluation system with
well-being including their high regard for morality and social system of schools [9].
values. On the other hand, vocational competencies Another view in the evaluation of teachers’
demand teachers to deepen their vocational knowledge competencies through their beliefs and values is relative to
alongside with general knowledge and communication the image of a competent teacher. The study found out that
skills. there were inconsistencies in terms of the understanding
In the case of the Philippines, the Department of this concept. Further, the study focused on the three
Education through the Teacher Education Council (TEC), interrelated concepts that were central in the principles,
issued DepEd Order no. 42, s. 2017 entitled National beliefs, theories, and practices relating to teachers’
Adoption and Implementation of the Philippine competencies: quality, professionalism and competence.
Professional Standards for Teachers (PPST). The adoption Henceforth, the development of teachers’ competencies
and implementation of the new Philippine Professional shall be relevant to the needs of the teachers and shall
Standards for Teachers recognize the importance of identify gaps between the aspects of teachers’ evaluation.
professional standards in the continuing professional This study informs the present undertaking in terms of a
development and advancement of teachers based on the thorough collection of beliefs in order to shed light on the
principle of lifelong learning which refers to the systematic issues regularly faced by teachers.
acquisition, upgrade of knowledge, skills and attitude, and The K to 12 Reform (R.A. 10533) in 2013 has changed
promotes self-directed learning. PPST originated from the the landscape of teacher quality requirements in the
National Competency-Based Teacher Standards (NCBTS) Philippines. The reform process warrants an equivalent
which was revised to make it even more attuned to the supportive focus on teacher quality – high-quality teachers
changes brought about by numerous national and global who are properly equipped and prepared to assume the
frameworks and responsive to the changing needs of the roles and functions of a K to 12 teacher and it is through
21st-century learners who are creative, critical thinkers, this PPST that they may contribute to supporting the
excited to collaborate and communicate in various Department of Education vision of producing: “Filipinos
platforms, savvy in information, technology, and media, who passionately love their country and whose values and
and flexible. [4]. competencies enable them to realize their full potential and
The PPST shall be used as the basis for all learning and contribute meaningfully to building the nation” [3].
development programs for teachers to ensure that they are Through PPST, an educational evaluation could be
properly equipped to effectively implement the K to 12 implemented effectively in order to improve the quality of
Program. Since it is mandated that the selection and teaching and learning. Such evaluation informs the success
promotion of the teachers will be based on these sets of of any educational plan. It holds true since the achievement
standards, performance appraisals; therefore, it should also and/or improvement of educational plans in each country
be modified and aligned with PPST. depends on the capability of the teachers to transform
A practical categorization in order to evaluate teachers’ educational goals effectively through their scientific
professional competencies into general competencies and competencies and professional skills.
specialized competencies was identified [9]. What However, the commitment of living up to the demands
composes general competencies covers the ability of the of the teachers’ competency requires more than the
teachers to become skillful in applying theories about mentioned factors; it requires personal effectiveness more
 Universal Journal of Educational Research 8(3): 739-746, 2020 741

than their professional and intellectual effectiveness. professional development creates weak support or slow
Personal effectiveness propels teachers to continuously progress to achieve the education department’s thrust of
develop in themselves the ability to become par excellent producing quality teachers who are able to develop holistic
in the field. In this regard, competent teachers are learners steeped in values, equipped with 21st-century
emotionally stable, have high self-concept, and are skills, and able to propel the country to development and
adventurous [7] [8]. Further, specific determinants for progress.
effectiveness which include age and the distance between This scenario gave way to the timely existence of the
school and living place. In addition, the degree of PPST to help every academic institution gauge and assess
satisfaction from work also boosts the personal the quality of teachers they have in the organization. It
effectiveness and competence of the teachers; even more so, articulates what constitutes teacher quality in the K to 12
their interest in in-service education through engaging in Reform through well-defined domains, strands, and
continuing professional education endeavors [2]. On the indicators that provide measures of professional learning,
other hand, there are personality traits which affect competent practice, and effective engagement. This set of
effectiveness negatively [11]. Anxiety, lack of mental standards makes explicit what teachers should know, be
adjustment and job satisfaction, and ambivalent teaching able to do and value to achieve competence, improve
attitude comprise such. Hence, what is demanded from student students’ learning outcomes, and eventually
teachers is their high creativity and desirable attitude [5]. quality education.
Effective development of a framework in gauging Corollary thereto, the school leaders specifically school
teachers’ competencies affects student achievement. The heads may determine or track the career stages of their
major aim of assessing teachers’ performance is to improve teachers in as far as the breadth of the 7 domains of the
student development [13]. Henceforth, there is a synergetic PPST that is concerned. Likewise, the teachers themselves
effect between the teachers’ effort and the students’ through this PPST may voluntarily take a step to advance
learning. Specifically, improved teachers’ competencies in their profession once they find their own level of career
affect the students’ metacognition, affective-motivational stage. The school leaders can make use of the domains,
and social processes of students while at school. This, in strands, and indicators as criteria for promotion, salary
turn, greatly necessitates such evaluation relative to increase, and benefit grants.
teachers’ performances. As a matter of fact, the teachers’ It is in this light that the profiling of teachers are made in
competence is considered as a major factor in improving terms of the following variables: educational attainment,
the reading achievement of students in public and length of service, employment status, job category/salary
independent schools in Sweden [12]. grade, and employment status; the respondents levels of
Teaching personnel in Philippine colleges and career stages: Beginning Teachers, Proficient Teachers,
universities are likewise required to enhance their teaching Highly Proficient Teachers, and Distinguished Teachers;
competence so that there could be the rapid development of and the domain in the PPST should improve the
research universities among countries, which, at the respondents improve. These levels of career stages are the
moment is highly needed to improve the quality of life at same career stages that can be found in PPST.
large. In order to become a research university which rolls This study was conducted primarily with the following
out research-oriented plans and capitalizes on teachers’ objectives: to help teachers reflect on and assess their own
competence, the teachers’ basic quality, teaching ability, practices as they aspire for personal growth and
industry awareness, and research capacity are assessed so professional development; to define teacher quality in the
that gaps may be identified and interventions may be given Philippines; to describe the expectations of teachers’
sufficiently. However, there are extraneous factors which increasing levels of knowledge, practice and professional
influence these aspects like the positive academic engagement; to allow for teachers’ growing understanding,
atmosphere in regulating between competency and job applied with increasing sophistication across a broader and
performance. Management of such factors needs more more complex range of teaching/learning situations; to
careful planning so that there would be a smooth describe the breadth of 7 Domains that are required by
procedural quality assessment of teachers’ competencies. teachers to be effective in the 21st Century in the
It is unfortunate to note, however, that in spite of Philippines. The 7 domains are as follows: Domain 1 –
numerous opportunities which are given to the teachers to Content Knowledge and Pedagogy, Domain 2 – Learning
advance in their career, few have been taking chances for Environment, Domain 3 – Diversity of Learners, Domain 4
three reasons: (1) financial difficulty, (2) lack of time – Curriculum and Planning, Domain 5 – Assessment and
caused by lots of school works or family as the first priority Reporting, Domain 6 – Community Linkages and
and (3) contented or satisfied with what was learned Professional Engagement, Domain 7 – Personal Growth
already. In other words, a larger number of teachers in the and Professional Development, and to describe the
country has taken aback these chances without considering characteristics of the quality teachers in the Philippines.
the benefits it will give them personally and professionally. As grounded by these objectives and set by the relevant
Possessing this kind of attitude towards continued literature and studies, this undertaking gives hope to the
742 Assessing Teachers Using Philippine Standards for Teachers

development of necessary programs or actions in order to dominate the teaching profession. This is consistent with
bridge gaps between the teachers’ needs to that of the that of the statistics which proved that there are more
standards, improve teachers’ professional calibration and female teachers in the Philippines as compared to male
clarify misconceptions and ambivalent attitudes relative to faculty. Further, more female teachers are pursuing
the PPST. continuing professional development (CPD) initiatives
[15]. Most of the respondents have gained full-time status
which is 136 or 85% of the total sample, followed by the 24
2. Materials and Methods part-time or 15% of the sample. This provides that more
teachers may now have the capacity to pursue CPD and
To effectively address the immediate problems of this explore more possibilities as regards to the profession due
investigation, quantitative-descriptive action research is to a more stable income.
employed. It holds true since it seeks to clarify and The respondents are dominated by baccalaureate degree
ascertain issues, theories and phenomenon, and find holders, with a frequency of 74 or 54% of the total sample.
meaning through a rigid collection of data statistically and This is followed by the 64 master degree holders or 46% of
objectively without any reference to qualitative means of the total sample. Lastly, there are 22 who are the holders of
data gathering. In this vein, this enables the phenomenon to doctorate degree or 16% of the sample. Relative to the case
be scrutinized fully by involving its observable attributes or of the Philippines, it is highly observed that most of the
circumstances as it happens today and as assessed by the in-service teachers are only baccalaureate degree holders;
people concerned, in this case, teaching personnel from hence, there is an existing need for professional
selected schools in Southern Luzon [18]. development to encourage and/or oblige teachers to pursue
Further, this study centers on the perception of teaching graduate studies and even post-graduate programs. As
personnel in order to identify the pressing and immediate evidenced by various studies, the professional
gaps between the observed performances of the development of teachers, especially through these
respondents as against the optimum performance that is endeavors, greatly affects the development of improved
suggested by the PPST. Pragmatically, it impinges teachers’ competence [6] [1].
alternatives and interventions to be developed so that these In terms of length of service, most of the respondents (38
issues could be solved as immediate as possible [10].
or 24%) had a working experience of 3-5 years, followed
Survey questionnaires with themes that are aligned to
by those who had working experience of 6-10 years (33 or
PPST were used to efficiently and effectively collect
21%) and those who had a working experience of 1-2 years
insights from the respondents.
(32 or 20%). The teachers’ number of years in the field
One-hundred sixty (160) teaching personnel from
may or may not inform teaching competency since it
selected institutions for basic and higher education in
depends on how teachers manage their career and
Southern Luzon were identified to serve as a sample for the
profession effectively throughout the duration of their
inquiry through simple random sampling following the
service. Although, it is commonly understood that
fish-ball method. Hence, this process enables the
seasoned teachers are better than novice ones in the areas of
representativeness of the target population with the aim of
content knowledge and pedagogy, learning environment,
arriving generalizations based on the observed realities of
the sample from the entire population, in this case, diversity of learners, curriculum and planning, assessment
teachers from Southern Luzon [10]. and reporting, community linkages and professional
In order to treat the numerical results, statistical tools engagement, and personal growth and professional
such as frequency and percentage, and weighted mean development.
were employed. These tools provide a focused orientation Most of the respondents identified themselves in the
towards solving the problems heavily relying on the scores Professional category as it has a frequency of 151 or 94%.
as determined after collating the responses of the Secondly, 5 or 3% of the total sample are in the Middle
respondents. 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
3. Results and Discussion sample used in this study at hand. The other 66 or 41% of
the total sample are teachers from Higher Education.
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
 Universal Journal of Educational Research 8(3): 739-746, 2020 743

Table 1. Scale of Verbal Interpretation to inspire the education community and stakeholders for
Mean (M) Verbal Interpretation (VI) the improvement of education provision in the Philippines
1.00-1.75 Beginning Teachers (BT)
[4].
Table 2 provides the tabular summary of the results in
1.76-2.50 Proficient Teachers (PT)
terms of the standards related to content knowledge and
2.51-3.25 Highly Proficient Teachers (HPT) pedagogy of the respondents. As evidenced above, most of
3.26-4.00 Distinguished Teachers (DT) the teachers are highly proficient in using effective
communication strategies and integrating ICT in the
To interpret the numerical results based on the processed
classroom with 2.56 and 2.55 weighted means, respectively.
data in terms of the PPST domains, the scale below
However, it is worth noting that teachers were only
provides the verbal interpretation for each interval which is
proficient in terms of aspects relative to principles of
derived from the PPST.
teaching and learning derived from research engagement
The verbal interpretation of each mean is defined. Firstly,
with a weighted mean of 2.39 only. Besides, most of them
Beginning Teachers refer to those who have gained the
are proficient in terms of developing higher-order thinking
qualifications recognized for entry into the teaching
profession. They have a strong understanding of the skills (HOTS) among their students as shown by the
subjects/areas in which they are trained in terms of content weighted mean, 2.45.
knowledge and pedagogy. They possess the requisite Table 2. Content Knowledge and Pedagogy
knowledge, skills and values that support the teaching and
Domain 1 M VI
learning process. They manage learning programs and have
Content knowledge and its application within and
strategies that promote learning based on the learning 2.52 HPT
across curriculum areas
needs of their students. They seek advice from experienced Research-based knowledge and principles of
colleagues to consolidate their teaching practice. 2.39 PT
teaching and learning
Secondly, Proficient Teachers refer to teachers who are Positive use of ICT 2.55 HPT
professionally independent in the application of skills vital Strategies for promoting literacy and numeracy 2.51 HPT
to the teaching and learning process. They provide focused Strategies for developing critical and creative
teaching programs that meet curriculum and assessment thinking, as well as other higher-order thinking 2.45 PT
requirements. They display skills in planning, skills
implementing and managing learning programs. They Mother Tongue, Filipino and English in teaching
2.54 HPT
actively engage in collaborative learning with the and learning
professional community and other stakeholders for mutual Classroom communication strategies 2.56 HPT
growth and advancement. They are reflective practitioners Overall Mean 2.50 PT
who continually consolidate the knowledge, skills and
practices of beginning teachers. In general, the respondents considered themselves as
Thirdly, Highly Proficient Teachers refers to those who proficient in terms of Domain 1. However, most of the
have consistently displayed a high level of performance in teachers are still unconcerned with research involvement
their teaching practice. They manifest an in-depth and and the development of HOTS. Hence, there is a prior need
sophisticated understanding of the teaching and learning for teachers to boost their research engagement so that new
process. They have high education-focused situation ideas and innovations, including HOTS, in teaching and
cognition, are more adept in problem solving and optimize learning, could be explored and applied in the classroom.
opportunities gained from experience. They provide Table 3. Learning Environment
support and mentoring to colleagues in their professional
development, as well as work collaboratively with them to Domain 2 M VI
enhance the learning and practice potential of their Learner safety and security 2.69 HPT
colleagues. They continually seek to develop their Fair learning environment 2.80 HPT
professional knowledge and practice by reflecting on their Management of classroom structure and activities 2.53 HPT
own needs, and those of their colleagues and students.
Support for learner participation 2.57 HPT
Lastly, Distinguished Teachers refer to those who
embody the highest standard for teaching grounded in Promotion of purposive learning 2.42 PT
global best practices. They exhibit exceptional capacity to Management of learner behavior 2.56 HPT
improve their own teaching practice and that of others. Overall Mean 2.60 HPT
They are recognized as leaders in education, contributors to
the profession and initiators of collaborations and Table 3 focuses on the aspect of NCBTS in terms of
partnerships. They create lifelong impact in the lives of learning environment. Based on the results above, most of
colleagues, students and others. They consistently seek the teachers are highly proficient in promoting a fair
professional advancement and relevance in pursuit of learning environment inside their classrooms that has
teaching quality and excellence. They exhibit commitment received the highest weighted mean of 2.80. However, the
744 Assessing Teachers Using Philippine Standards for Teachers

aspect related to the promotion of purposive learning themselves as proficient in planning and management of
received the lowest weighted mean of 2. 43. instruction (2.47). However, it is evident that in terms of
Although most of the teachers are highly proficient in the utilization of ICT as an instructional tool, teachers
terms of Domain 2 as evidenced by the weighted mean- assessed themselves as proficient with the lowest mean of
2.60, teachers still need to emphasize the need for 2.31. Overall, teachers rated themselves as proficient only
purposive learning so that students could develop in implementing Domain 4.
independent and free thinking. It could be deduced that teachers still hold an ambivalent
attitude towards ICT integration in the classroom. Through
Table 4. Diversity of Learners
the years, this issue is commonly attributed to lack of
Domain 3 M VI facilities and inability, if not, preference of some teachers
Learners’ gender, needs, strengths, interests, and to manipulate traditional educational tools than the new
2.46 PT
experiences ones.
Learners’ linguistic, cultural, socio-economic and
2.41 PT
religious backgrounds Table 6. Assessment and Reporting
Learners with disabilities, giftedness, and talents 2.28 PT Domain 5 M VI
Learners in difficult circumstances 2.23 PT Design, selection, organization, and utilization of
2.38 PT
assessment strategies
Learners from indigenous groups 2.23 PT
Monitoring and evaluation of learner progress and
2.46 PT
Overall Mean 2.32 PT achievement
Feedback to improve learning 2.51 HPT
Table 4 presents the overall results as regards to the level Communication of learner needs, progress and
2.51 HPT
of proficiency of teachers in terms of managing the achievement to key stakeholders
diversity of learners. As shown above, most of them are Use of assessment data to enhance teaching and
2.37 PT
learning practices and programs
proficient in managing the learners’ gender and needs and
Overall Mean 2.44 PT
facilitating their various experiences in the instructional
process (2.46). It is also worth noting that although most of Table 6 reveals the level of proficiency of the teachers
them are proficient in all aspects related to Domain 3 (2.32), relative to proper assessment and reporting of learning
they received the lowest mean of 2.23 for both tenets performance. It is evidenced that most of the teachers
related to the management of learners with disabilities and assessed themselves as highly proficient in terms of
from indigenous groups. providing feedback not only to the learners but as well as to
In the fast-moving society, schools face the other stakeholders (2.51). On the other hand, teachers only
ever-changing demands of the curriculum that is considered themselves as proficient in applying the results
responsive and relevant to the needs of the learners who are of the assessment as a tool for enhancement of learning
diversified by the culture cultures they are living in today. (2.37). In general, teachers are only proficient in managing
The Philippines, for an instance, besides its rich and skills and activities relative to Domain 5 (2.44).
indigenous cultural heritage, is open for western and free The Philippine curriculum follows the Outcomes-Based
acculturation due to the advent of globalization. This Education principles in planning and assessing the learning
presupposes the idea for the development of sensitivity performance of the students. Corollary to this, it is evident
between and among faculty in handling indigenous groups that there is an existing gap between assessment and
and learners influenced by the globalized society. The enhancement of teaching and learning through OBE.
same is true in handling learners with disabilities so that no Henceforth, this impinges a demand for re-orientation as
learner would be left behind. regard to this gap.
Table 5. Curriculum and Planning Table 7. Community Linkages and Professional Engagement

Domain 4 M VI Domain 6 M VI
Planning and management of teaching-learning Establishment of learning environments that are
2.47 PT 2.49 PT
process responsive to community contexts
Learning outcomes aligned with learning Engagement of parents and the wider school
2.32 PT 2.46 PT
competencies community in the educative process
Relevance and responsiveness of learning Professional ethics 2.49 PT
2.39 PT
programs School policies and procedures 2.65 HPT
Professional collaboration to enrich teaching Overall Mean 2.52 HPT
2.43 PT
practice
Teaching and learning resources including ICT 2.31 PT Table 7 posits the aspects related to community linkages
Overall Mean 2.38 PT
and professional engagement of the teachers. Based on the
data above, teachers are highly proficient in complying
Table 5 provides the results relative to the effective with school policies and procedures (2.65). On the other
management of curriculum and planning of instruction. hand, they find it difficult to become highly proficient
Based on the results above, most teachers considered when it comes to engaging with parents in a wider school
 Universal Journal of Educational Research 8(3): 739-746, 2020 745

community (2.46). Overall, teachers considered Table 9 summarily covers the overall mean of each
themselves as highly proficient in establishing community domain in the PPST framework. Based on the results from
linkages and promoting professional ethics. above, teachers considered themselves as highly proficient
This domain promotes collaboration between the in terms of effectively addressing the learning environment
community and schools that is evident through projects and (2.60), building community linkages and professional
programs which foster the development of a strong engagement (2.52), and focusing on personal growth and
partnership between and among stakeholders both professional development (2.55). These results support the
internally and externally. This collaboration is required so profile of the respondents since the combined numbers of
that schools could respond to the needs of the society and respondents are masters and doctorate graduates apart from
vice versa. Teachers are expected to become an effective the result that they categorized themselves as professionals
and efficient collaborator and community-builder. and middle managers which may require an established
linkage and network. They have been identified as capable
Table 8. Personal Growth and Professional Development
to collaborate with colleagues and provide them with
Domain 7 M VI support and mentoring [4].
Philosophy of teaching 2.65 HPT However, the respondents identified themselves as
The dignity of teaching as a profession 2.73 HPT
proficient in areas of content knowledge and pedagogy
(2.50), diversity of learners (2.32), and curriculum and
Professional links with colleagues 2.50 PT
planning (2.44). This shows that they exemplify skills in
Professional reflection and learning to improve
2.40 PT planning, implementing and managing learning programs,
practice
projects and activities [4].
Professional development goals 2.47 PT
In sum, teachers rated themselves as proficient only in
Overall Mean 2.55 HPT using the PPST (2.47) which means they are professionally
Table 8 presents the results relevant to the level of independent in the application of skills vital to the teaching
personal growth and professional development of the and learning process. They can provide focused teaching
teacher-respondents. Teachers considered themselves as programs that meet curriculum and assessment
highly proficient in terms of upholding the dignity and requirements. They display skills in planning,
integrity of the teaching profession (2.73), and articulating implementing, and managing learning programs. They
appropriate philosophy of teaching (2.65). However, it is actively engage in collaborative learning with the
evident that teachers find it hard to adopt professional professional community and other stakeholders for mutual
reflection in order to improve learning as shown by the growth and advancement. They are reflective practitioners
lowest resultant weighted mean of 2.40. Overall, they who continually consolidate the knowledge, skills and
assessed themselves as highly proficient in carrying out the practices of beginning teachers [4]. Definitely, the
standards set in this domain. competency of each member of the faculty will definitely
In line with the mandate of the Department of Education show the progress and track of any educational institution
to provide quality education, teachers are encouraged and regardless of its level [19].
required to engage in Continuing Professional
Development programs to earn units and improve their 4. Conclusions
knowledge, skills, and values relative to classroom
instruction. Since there is an existing gap between these The teachers’ reaction to the diversity of learners puts
aspects, solutions must be made. forth a challenging role to educators at present. By this,
teachers are always reminded to update their ability to
Table 9. Over-all mean for Professional Standards for Teachers become competent in coping up with the challenges of a
Domains M VI diversified community of learners brought about by
cultural, social, environmental, and individual distinctness
Domain 1 (Content Knowledge and Pedagogy) 2.50 PT that is always under the flux of constant change and
Domain 2 (Learning Environment) 2.60 HPT technological influence. As this investigation tracks these
needs, personal and institutional efforts are required to
Domain 3 (Diversity of Learners) 2.32 PT
propagate positive response to such an issue.
Domain 4 (Curriculum & Planning) 2.38 PT Also, it is unfortunate to note that the respondents
considered themselves as proficient teachers or in the
Domain 5 (Assessment & Reporting) 2.44 PT
second stage out of the four stage-standard based on their
Domain 6 (Community Linkages & Professional
2.52 HPT overall self-assessment in accordance with the PPST
Engagement)
Domain 7 (Personal Growth & Professional
framework. Hence, as provided by the results above, gaps
2.55 HPT among the domains are identified. In the light of these
Development)
Overall Mean 2.47 PT
results, teachers are encouraged to engage in seminars, fora,
and conventions which could update, if not, boost their
746 Assessing Teachers Using Philippine Standards for Teachers

knowledge, skills, and attitudes in improving the learning [8] Gupta, R.C. (1976). ‘Predicting of Teacher Effectiveness
environment, leaners’ holistic development, curriculum Through Personality Tests’, Second Survey of Research in
Education, Buch, M.B., Mumbai, Popular Prakashan.
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