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Teaching Competence and Student Achievement Based on Philippine

Professional Standards for Teachers

Jerome G. Tenedero

Teacher III, Calbiga National High School ES, Calbiga II District

DOI: https://doi.org/10.51583/IJLTEMAS.2026.150500284

Received: 13 June 2026; Accepted: 18 June 2026; Published: 26 June 2026

ABSTRACT

Teaching competence is a fundamental determinant of instructional quality and student learning outcomes. This

study assessed the teaching competence of educators and the academic achievement of students in the District

of Calbiga II, Schools Division, during the School Year 2025–2026, aligned with the Philippine Professional

Standards for Teachers of the Department of Education. Utilizing a quantitative descriptive research design, the

study employed comparative and correlational analyses to examine differences in teacher and administrator

assessments and to determine relationships among key variables. Findings revealed that teachers generally

demonstrated competence across all PPST domains, particularly in content knowledge, pedagogy, assessment

practices, ICT integration, learning environment, and professional development. Student performance showed

that most learners achieved mean grades ranging from 85 to 89, reflecting satisfactory academic achievement.

Significant differences emerged between teacher self-ratings and administrator evaluations, highlighting the

need for clearer evaluation standards and collaborative alignment. Positive attitudes toward the PPST and

participation in relevant in-service trainings were associated with higher teaching competence, while age and

experience showed slight negative correlations. A weak but significant relationship was found between teaching

competence and student achievement, with heavy workload identified as a primary implementation challenge.

Keywords: Teaching Competence, Philippine Professional Standards for Teachers (PPST), Student Academic

Achievement, Teacher Professional Development, Teacher Assessment

INTRODUCTION

Strengthening teaching competence is the most sustainable pathway to improving student achievement. While

educational reforms often emphasize curriculum changes and assessment reforms, it is ultimately the teacher

who translates policies into meaningful learning experiences. In an era marked by rapid technological

advancement, diverse learner needs, and increasing accountability standards, teachers are expected to

demonstrate high levels of pedagogical expertise, adaptability, and professional responsibility. Thus, examining

teaching competence in relation to student achievement is not only timely but necessary to ensure that

professional standards genuinely translate into improved learning outcomes.

Globally, teacher quality has consistently been identified as the most significant school-based factor influencing

student performance (OECD, 2019). International education systems emphasize competency-based frameworks

to ensure accountability and continuous improvement in teaching practice. Studies conducted between 2015 and

2025 highlight that structured professional standards, when properly implemented, positively influence

instructional effectiveness and student engagement (Darling-Hammond et al., 2017; UNESCO, 2020). These

findings underscore the global recognition that teacher competence must be systematically assessed and

strengthened to enhance learner outcomes.

Nationally, the Philippines institutionalized teacher quality reforms through Republic Act No. 10533, or the

Enhanced Basic Education Act of 2013, which mandates quality standards in teaching to improve learner

performance. This mandate is operationalized through the Philippine Professional Standards for Teachers,

institutionalized under Department of Education Order No. 42, s. 2017. The PPST serves as the national

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framework for teacher development, outlining seven domains that define effective teaching. Recent local studies

(Tindowen et al., 2021; Agbisit et al., 2022) affirm that alignment with PPST indicators enhances instructional

competence and professional accountability. However, despite nationwide implementation, variations remain in

how teaching competence is assessed and how it influences student academic performance.

Regionally, data from the Schools Division of Samar indicate ongoing efforts to strengthen professional

development through In-Service Trainings (INSETs) and Learning Action Cells (LACs). Records show that

during School Year 2021–2022, approximately 58 percent of teachers participated in at least two district-level

INSET programs, increasing to 64 percent in School Year 2022–2023, and 71 percent in School Year 2023–

2024 (SGOD-Samar, 2024). The number of teachers rated at the Proficient career stage likewise increased from

63 percent in School Year 2021–2022 to 70 percent in School Year 2023–2024. Concurrently, National

Achievement Test (NAT) results revealed modest improvement, with proficiency rates rising from 54 percent to

61 percent over the same three-year period. While these figures suggest progress, they also reveal that gains in

teacher competence do not always proportionately translate into substantial increases in student achievement.

At the local level in the District of Calbiga II, classroom observations and administrative reports indicate

discrepancies between teacher self-assessments and administrator evaluations across PPST domains. Teachers

report heavy workloads, multiple ancillary assignments, and limited time for reflective practice, which may

affect instructional quality. Despite increased training participation and moderate integration of technology,

student performance gains remain gradual rather than significant. These realities suggest that while structures

for professional development exist, the direct and measurable relationship between teaching competence and

student academic achievement has not been clearly established within the district.

The research gap, therefore, lies in the limited empirical evidence at the local level examining how teaching

competence, as measured through the PPST framework, correlates with actual student academic outcomes.

While improvements in teacher ratings and training participation have been documented, there is insufficient

statistical analysis determining whether these improvements significantly influence learner performance. This

study seeks to address this gap by analyzing the relationship between teaching competence and student

achievement in the District of Calbiga II during School Year 2025–2026. These localized and data-driven

evidence, and its findings aim to inform policy refinement, targeted interventions, and sustainable professional

development initiatives aligned with national standards.

LITERATURE REVIEW

The quality of education is closely linked to the competence of teachers who facilitate learning and influence

student achievement. Numerous educational scholars have emphasized that teachers play a vital role in shaping

learners’ academic success through effective instructional practices, classroom management, and professional

engagement. In the Philippine educational system, teacher competence is guided by the Philippine Professional

Standards for Teachers (PPST), which serves as the national framework for teacher quality. The PPST articulates

the professional knowledge, skills, values, and attitudes expected of teachers at different career stages and

provides standards for professional development, performance evaluation, and career progression.

Consequently, examining teaching competence in relation to student academic achievement has become

increasingly important in understanding educational effectiveness and improving learning outcomes.

Teacher competence is often influenced by various personal and professional characteristics. Research has

consistently shown that teacher profile variables such as age, sex, civil status, educational attainment, teaching

experience, professional training, and performance ratings contribute to differences in teaching effectiveness.

According to Darling-Hammond (2020), teacher qualifications remain among the most significant school-based

factors affecting student achievement. Teachers who possess higher educational qualifications are generally

exposed to advanced instructional theories, research-based practices, and leadership skills that enable them to

perform more effectively in the classroom. Likewise, Kini and Podolsky (2016) noted that teaching effectiveness

tends to increase with experience as teachers develop stronger classroom management skills, deeper pedagogical

knowledge, and greater confidence in addressing learner needs. These findings suggest that personal and

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professional characteristics may influence teachers’ ability to meet professional standards and deliver quality

instruction.

Moreover, participation in relevant in-service training programs has been recognized as a critical component of

professional growth and competence development. Professional development opportunities enable teachers to

acquire new knowledge, improve instructional strategies, and adapt to changing educational demands. Desimone

and Garet (2015) emphasized that sustained and meaningful professional development positively affects teaching

quality and student learning outcomes. In the Philippine context, continuous learning is strongly encouraged

through various training initiatives designed to help teachers align their practices with the expectations of the

PPST. As a result, teachers who actively participate in professional development activities are more likely to

demonstrate higher levels of competence and effectiveness in their instructional responsibilities.

In addition to professional qualifications and experiences, teachers’ attitudes toward professional standards

significantly influence their commitment to instructional improvement. Positive attitudes toward the PPST

encourage teachers to engage in reflective practice, pursue continuous learning, and adopt innovative teaching

approaches. Teachers who view professional standards as valuable guides for growth are often more motivated

to improve their instructional performance and achieve professional excellence. Similarly, performance ratings

reflected in the Individual Performance Commitment and Review Form (IPCRF) provide indicators of teacher

effectiveness and accountability. Teachers who consistently receive favorable performance ratings are generally

expected to demonstrate strong competence across various domains of professional practice.

The concept of teaching competence is comprehensively embodied in the PPST, which establishes standards for

effective teaching and professional practice. The framework identifies several domains that collectively define

teacher quality and support learner achievement. One of the most fundamental aspects of competence is content

knowledge and pedagogy. Shulman (1987) introduced the concept of pedagogical content knowledge,

emphasizing that effective teaching requires not only mastery of subject matter but also the ability to present

concepts in ways that facilitate understanding. Teachers who possess strong content knowledge are better

equipped to explain lessons accurately, address misconceptions, and promote critical thinking among learners.

Furthermore, Hattie (2023) identified teacher expertise as one of the strongest influences on student achievement,

highlighting the importance of instructional competence in producing meaningful learning outcomes.

Alongside content mastery, the establishment of a positive learning environment plays a crucial role in fostering

student success. Research indicates that students learn more effectively when they feel safe, respected, and

supported within the classroom. Marzano (2017) explained that classroom climate significantly affects learner

engagement, motivation, and academic performance. Teachers who maintain orderly classrooms, encourage

participation, and establish positive relationships with learners create conditions conducive to meaningful

learning. Consequently, competence in creating and sustaining a positive learning environment contributes

significantly to educational effectiveness and learner achievement.

Equally important is the teacher’s ability to address the diversity of learners found in contemporary classrooms.

Students differ in terms of abilities, interests, learning styles, cultural backgrounds, and socioeconomic

circumstances. Tomlinson (2017) emphasized the importance of differentiated instruction in meeting the varied

needs of learners and ensuring equitable access to educational opportunities. Teachers who recognize and

respond appropriately to learner diversity are able to provide inclusive learning experiences that maximize

student participation and achievement. Such competence aligns with the PPST’s emphasis on inclusive education

and responsiveness to individual learner differences.

Furthermore, effective teaching requires careful curriculum implementation and instructional planning.

Educational theorists have long recognized that well-planned instruction serves as the foundation of successful

learning experiences. Tyler’s curriculum theory highlights the importance of establishing clear objectives,

selecting appropriate learning experiences, and evaluating outcomes systematically. Teachers who engage in

thoughtful planning are better able to align instructional activities with curriculum standards and learner needs.

Consequently, competence in curriculum planning contributes to more organized, purposeful, and effective

instruction, thereby supporting improved student performance.

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Assessment and reporting likewise represent essential components of teaching competence. Assessment

provides valuable information about learner progress and enables teachers to make informed instructional

decisions. Black and Wiliam (2018) emphasized that effective formative assessment significantly improves

student learning by providing timely feedback and guiding instructional adjustments. Through accurate

assessment and reporting practices, teachers can identify learning gaps, monitor student development, and

communicate progress to learners, parents, and other stakeholders. Therefore, competence in assessment and

reporting supports both instructional improvement and learner achievement.

Beyond classroom instruction, educational success is strengthened through collaboration with families,

communities, and professional colleagues. Epstein (2019) emphasized that meaningful partnerships between

schools and communities contribute positively to student learning and school effectiveness. Teachers who

establish strong community linkages and engage actively with stakeholders create supportive environments that

reinforce educational goals. Professional engagement also enables teachers to share best practices, participate in

collaborative learning, and contribute to school improvement initiatives. As such, competence in community

linkages and professional engagement extends the teacher’s influence beyond the classroom and enhances

opportunities for student success.

Similarly, personal growth and professional development remain essential elements of effective teaching. The

rapidly changing educational landscape requires teachers to continuously update their knowledge and skills.

Guskey (2021) asserted that professional learning contributes to improved teaching practices and better student

outcomes. Teachers who engage in lifelong learning, reflective practice, and professional collaboration

demonstrate a commitment to excellence that ultimately benefits learners. This commitment aligns with the

PPST’s recognition of continuous professional development as a hallmark of teacher professionalism and

competence.

While teacher competence is important, student academic achievement serves as the ultimate indicator of

educational effectiveness. Academic achievement generally refers to learners’ performance as reflected in

grades, assessments, and other measures of learning outcomes. Numerous studies have established a strong

connection between teacher quality and student achievement. Hattie (2023) concluded that effective teachers

significantly influence learner performance through instructional expertise, classroom management, and positive

teacher-student relationships. In the Philippine setting, quarterly grades remain one of the most commonly used

indicators of academic achievement and provide valuable evidence of learner progress and mastery of

competencies. Therefore, understanding the relationship between teaching competence and student achievement

is essential in evaluating educational quality.

Given the significance of teacher competence, researchers have also examined how competence is assessed by

different stakeholders. Teachers frequently engage in self-assessment to reflect on their instructional practices,

while school administrators evaluate teacher performance through observations, supervision, and performance

appraisal systems. Ross and Bruce (2017) found that teachers and administrators sometimes differ in their

perceptions of teaching effectiveness due to varying expectations, experiences, and evaluation criteria. While

self-assessment promotes reflection and self-improvement, administrator assessment provides external

validation and objective feedback. Consequently, comparing the assessments of teachers and administrators can

provide valuable insights into strengths, areas for improvement, and professional development needs.

In addition, several studies have investigated the relationship between teaching competence and teacher profile

characteristics. Findings suggest that educational attainment, teaching experience, participation in professional

development activities, and performance ratings are often associated with higher levels of competence. Teachers

who pursue advanced studies and engage regularly in training opportunities tend to demonstrate stronger

instructional skills and professional practices. However, some studies have found that demographic

characteristics such as age and sex may not consistently predict teaching effectiveness, suggesting that

professional growth and learning opportunities may be more influential determinants of competence than

personal characteristics alone.

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More importantly, the relationship between teaching competence and student academic achievement has been

widely documented in educational research. Stronge (2018) reported that students taught by highly effective

teachers consistently perform better academically than those taught by less effective teachers. Similarly,

effective teaching practices have been linked to improved learner engagement, motivation, critical thinking, and

academic performance. Since the PPST domains encompass the essential competencies required for quality

teaching, it is reasonable to expect that teachers who demonstrate higher levels of competence in these domains

are more likely to contribute to improved student achievement. This relationship underscores the importance of

investing in teacher development as a means of enhancing educational outcomes.

Despite the benefits associated with the PPST, the implementation of professional standards is not without

challenges. Many teachers experience difficulties in understanding and applying PPST indicators within their

daily instructional practices. Some struggle with aligning classroom activities, assessments, and professional

development goals with the standards prescribed by the framework. Additionally, limited access to training

opportunities, insufficient instructional resources, and heavy workloads may hinder teachers’ ability to fully

implement PPST expectations. These constraints often affect the extent to which teachers can engage in

professional growth activities and maintain high levels of performance.

Furthermore, documentation and reporting requirements associated with PPST implementation have been

identified as significant concerns among teachers. The preparation of portfolios, collection of evidences, and

completion of various performance-related documents can increase workload and reduce the time available for

instructional preparation. In some cases, teachers also report limited mentoring and coaching support from school

leaders, making it difficult to fully understand and apply professional standards. Consequently, addressing these

challenges is essential to ensuring the successful implementation of the PPST and the continuous improvement

of teaching quality.

Taken together, the reviewed literature highlights the critical role of teacher competence in promoting student

academic achievement. The evidence suggests that teacher profile characteristics, professional qualifications,

training experiences, performance ratings, and attitudes toward professional standards contribute to variations in

teaching competence. Likewise, competence across the PPST domains—including 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—has

been consistently associated with effective teaching and positive learner outcomes. The literature further

indicates that differences may exist between teacher and administrator assessments of competence and that

challenges in PPST implementation continue to affect teachers’ professional practice. Collectively, these

findings provide a strong foundation for examining teaching competence and student academic achievement

among teachers in the District of Calbiga II and for determining how adherence to the PPST contributes to

educational quality and learner success.

Research Questions

The study assessed the teaching competence and student academic achievement based on Philippine

Professional Standards for Teachers among teachers in the District of Calbiga II, Schools Division of during

the School Year 2025-2026.

Specifically, the study sought answers to the following questions:

1. What is the profile of the teacher-respondents in terms of the following variates:

1.1 age and sex;

1.2 civil status;

1.3 gross monthly family income;

1.4 highest educational attainment;

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1.5 number of years as teacher;

1.6 relevant in-service trainings;

1.7 performance rating based on the latest IPCRF; and

1.8 attitude toward Philippine Professional Standard for Teachers (PPST)?

2. What is the level of teaching competence of teacher based on Philippine Professional Standards for Teachers

(PPST) as assessed by the teacher- and school administrator-respondents according to the following:

2.1 content knowledge and pedagogy;

2.3 diversity of learners;

2.4 curriculum and planning;

2.5 assessment and reporting;

2.6 community linkages and professional engagement; and

2.7 personal growth and professional development?

3. What is the level of students' academic achievement based on their mean grades during the first and second

quarters of the School Year 2025-2026?

4. Is there a significant difference between the assessment of teacher- and school administrator respondents

with regard to teaching competence along the aforecited parameters based on the Philippine Professional

Standards for Teachers (PPST?

5. Is there a significant relationship between the teacher-respondents' assessed level of teaching competence of

teachers and the following:

5.1 profile variates of the teacher-respondents;

5.2 school administrators-respondents assessed level of teaching competence of teachers; and

5.3 student academic achievement based on their mean grades during the first and second quarters of the

School Year 2025-2026?

6. What are the challenges encountered by the teacher-respondents in the implementation of the Philippine

Professional Standards for Teachers (PPST)?

Scope and Limitation

This study focused on assessing the teaching competence and student academic achievement based on the

Philippine Professional Standards for Teachers (PPST) among teachers in the District of Calbiga II, Schools

Division of Samar, during the School Year 2025–2026. Specifically, the study examined the profile

characteristics of teacher-respondents in terms of age and sex, civil status, gross monthly family income, highest

educational attainment, number of years in teaching, relevant in-service trainings attended, latest Individual

Performance Commitment and Review Form (IPCRF) rating, and attitude toward the Philippine Professional

Standards for Teachers (PPST).

The study further determined the level of teaching competence of teachers as assessed by both teacher-

respondents and school administrator-respondents based on selected PPST domains, namely: Content

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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. Likewise, the study assessed students’ academic achievement using their mean grades during the

first and second quarters of the School Year 2025–2026. It also investigated the significant difference between

the assessments of teachers and school administrators regarding teaching competence and examined the

relationship between teachers’ competence and their profile characteristics, administrators’ assessments, and

students’ academic achievement. Furthermore, the study identified the challenges encountered by teachers in the

implementation of the PPST.

The respondents of the study consisted of public elementary school teachers and school administrators assigned

in the District of Calbiga II. Data were gathered using a researcher-adapted survey questionnaire anchored on

the indicators of the Philippine Professional Standards for Teachers (PPST), supplemented by documentary data

on students’ academic achievement and teachers’ performance ratings. Appropriate descriptive and inferential

statistical tools were utilized to analyze and interpret the data.

However, this study was subject to certain limitations. First, the investigation was confined to public elementary

schools within the District of Calbiga II and did not include teachers and administrators from other districts,

divisions, private schools, or secondary schools. Consequently, the findings may not be generalized beyond the

study locale. Second, the assessment of teaching competence relied primarily on self-reports of teachers and

evaluations made by school administrators, which may be influenced by personal perceptions, biases, or

subjective judgments despite efforts to ensure objectivity. Third, student academic achievement was measured

solely through the learners’ mean grades during the first and second quarters of the School Year 2025–2026.

Other indicators of achievement such as standardized test scores, classroom assessment results, literacy and

numeracy assessments, and co-curricular performance were not included in the study.

Moreover, while the study examined the relationship between teaching competence and student achievement, it

did not account for other factors that may influence learners’ academic performance, such as socioeconomic

status, parental involvement, learning resources, motivation, health conditions, school facilities, class size, and

peer influence. Lastly, the study focused only on the selected PPST domains and challenges encountered in its

implementation; thus, other aspects of teacher performance and professional practice not covered by the PPST

framework were beyond the scope of the investigation. Despite these limitations, the study is expected to provide

valuable insights into the teaching competence of teachers and its relationship to student academic achievement,

serving as a basis for professional development initiatives and educational improvement programs within the

district.

RESEARCH METHODOLOGY

The study used descriptive-correlation and comparative research design to evaluate the crisis management

strategies of and their impact on school disaster preparedness in the District of San Jose de Buan, Schools

Division of Samar.

a. Sampling

This study employed universal sampling, also known as total enumeration, as the sampling procedure.

Universal sampling is a technique wherein all members of the target population who meet the established

inclusion criteria are included in the study. This method is appropriate when the population size is

relatively manageable and when the researcher seeks to obtain comprehensive and accurate information

from all eligible respondents.

In the context of this study, all public elementary school teachers and school administrators in the District

of Calbiga II, Schools Division of Samar, who were actively serving during the School Year 2025–2026,

were included as respondents. The teacher-respondents provided information regarding their profile

characteristics, attitude toward the Philippine Professional Standards for Teachers (PPST), level of

teaching competence, and challenges encountered in the implementation of the PPST. Meanwhile, the

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school administrator-respondents assessed the teaching competence of teachers based on the domains of

the Philippine Professional Standards for Teachers.

Rather than selecting a representative sample from the district, the study sought to gather data from the

entire population of qualified teachers and school administrators to ensure that all relevant perspectives

concerning teaching competence and the implementation of the Philippine Professional Standards for

Teachers were adequately represented. The use of universal sampling was deemed appropriate because

it allowed the researcher to obtain a more comprehensive assessment of teaching competence and its

relationship with student academic achievement, thereby enhancing the reliability and validity of the

study findings. Furthermore, this approach provided a clearer picture of the extent to which teachers in

the District of Calbiga II demonstrate competence across the PPST domains and how such competence

relates to learners' academic performance during the School Year 2025–2026.

b. Data Collection

Data for this study were gathered through a structured survey questionnaire designed to assess the

teaching competence of teachers based on the domains of the Philippine Professional Standards for

Teachers (PPST). The instrument was developed and adapted from the PPST indicators prescribed by

the Department of Education and from related studies on teacher competence, professional standards,

and educational effectiveness. The questionnaire consisted of sections that elicited information on the

respondents’ profile characteristics, attitude toward the Philippine Professional Standards for Teachers

(PPST), level of teaching competence across the PPST domains, and challenges encountered in the

implementation of the PPST. A separate assessment form was provided to school administrator-

respondents to evaluate the teaching competence of teachers based on the same PPST domains.

Prior to the actual conduct of the study, the research instrument underwent content validation by experts

in educational management, teacher education, and research methodology to ensure its relevance, clarity,

appropriateness, and alignment with the objectives of the study. The comments, suggestions, and

recommendations of the validators were carefully considered and incorporated into the final version of

the instrument. Subsequently, reliability testing was conducted among respondents with characteristics

similar to those of the target participants to determine the internal consistency and dependability of the

questionnaire.

After securing the necessary approval from the Schools Division Superintendent of the Schools Division

of Samar, the Public Schools District Supervisor of Calbiga II District, and the respective school heads,

the researcher personally administered the questionnaires to all teacher-respondents and school

administrator-respondents included in the study. The respondents were properly informed about the

purpose, significance, and procedures of the research. They were likewise assured that all information

obtained would be treated with utmost confidentiality and would be used solely for academic and

research purposes. Participation in the study was voluntary, and the principles of informed consent,

anonymity, confidentiality, and ethical research conduct were strictly observed throughout the data-

gathering process.

In addition to the survey questionnaire, documentary data were collected to determine the students’

academic achievement. Specifically, the mean grades of learners during the first and second quarters of

the School Year 2025–2026 were obtained from official school records with the approval of the

concerned school authorities. Likewise, data on the teachers’ latest Individual Performance Commitment

and Review Form (IPCRF) ratings and relevant profile variables were gathered from available school

records and verified through the respondents' responses.

Upon retrieval, all accomplished questionnaires were checked for completeness and consistency. The

responses were then coded, classified, tabulated, and organized for statistical analysis. The collected data

served as the basis for determining the level of teaching competence of teachers based on the Philippine

Professional Standards for Teachers (PPST), assessing student academic achievement, identifying

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challenges encountered in the implementation of the PPST, and examining the relationships and

differences among the variables included in the study.

c. Data Analysis

The data collected from the respondents were carefully checked, coded, tabulated, and subjected to

appropriate statistical treatment using statistical software. Both descriptive and inferential statistics were

employed to analyze and interpret the data in accordance with the objectives of the study.

To describe the profile of the teacher-respondents in terms of age and sex, civil status, gross monthly

family income, highest educational attainment, number of years as teacher, relevant in-service trainings

attended, performance rating based on the latest Individual Performance Commitment and Review Form

(IPCRF), and attitude toward the Philippine Professional Standards for Teachers (PPST), frequency

counts, percentages, means, and standard deviations were utilized as appropriate. These statistical tools

provided a clear description of the demographic and professional characteristics of the respondents.

To determine the level of teaching competence of teachers based on the Philippine Professional Standards

for Teachers (PPST) as assessed by both teacher-respondents and school administrator-respondents in

terms 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, the weighted mean and standard deviation were

computed. These measures were used to determine the extent of teaching competence demonstrated by

the teachers across the PPST domains.

To determine the level of students’ academic achievement based on their mean grades during the first

and second quarters of the School Year 2025–2026, the mean and standard deviation were employed.

These statistical measures provided a summary of the learners’ academic performance and variability in

achievement levels.

To determine whether a significant difference existed between the assessments of teacher-respondents

and school administrator-respondents regarding the teaching competence of teachers across the PPST

domains, the Mann–Whitney U Test was utilized. This nonparametric statistical test was deemed

appropriate because the assessments came from two independent groups and may not necessarily satisfy

the assumptions required for parametric tests. The Mann–Whitney U Test was used to determine whether

significant differences existed in the perceptions of teachers and school administrators regarding teaching

competence.

To determine the significant relationship between the assessed level of teaching competence of teachers

and their profile variables, appropriate correlational statistics were employed depending on the nature of

the variables. For continuous profile variables such as age, gross monthly family income, number of

years in teaching, number of relevant in-service trainings attended, performance rating, and attitude

toward the PPST, the Spearman Rank-Order Correlation Coefficient (Spearman’s rho) was used to

measure the strength and direction of the relationship. Spearman’s rho was selected because it is suitable

for ordinal data and non-normally distributed variables.

For dichotomous profile variables such as sex and civil status, the Point-Biserial Correlation Coefficient

was employed to determine the relationship between these variables and the assessed level of teaching

competence. The point-biserial correlation is appropriate when one variable is continuous while the other

is naturally dichotomous.

Meanwhile, for profile variables with multiple categories such as highest educational attainment, the Eta

Correlation Coefficient (η) was utilized to determine the degree of association between the categorical

independent variable and the continuous dependent variable. Eta correlation is particularly useful when

examining relationships involving nominal variables with more than two categories.

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To determine the significant relationship between the teacher-respondents’ assessed level of teaching

competence and the school administrator-respondents’ assessed level of teaching competence, the

Spearman Rank-Order Correlation Coefficient (Spearman’s rho) was likewise employed. This statistical

tool measured the degree of agreement and association between the assessments of the two groups

regarding teacher competence.

Similarly, to determine the significant relationship between the teacher-respondents’ assessed level of

teaching competence and students’ academic achievement based on their mean grades during the first

and second quarters of the School Year 2025–2026, the Spearman Rank-Order Correlation Coefficient

(Spearman’s rho) was used. This analysis determined whether higher levels of teaching competence were

associated with better student academic performance.

Finally, the challenges encountered by teacher-respondents in the implementation of the Philippine

Professional Standards for Teachers (PPST) were analyzed using frequency counts, percentages,

weighted means, and ranking. These statistical tools identified the most prevalent and significant

challenges experienced by teachers in implementing the PPST in their professional practice.

All hypotheses were tested at the 0.05 level of significance. The results of the statistical analyses served

as the basis for drawing conclusions and formulating recommendations aimed at enhancing teaching

competence, strengthening the implementation of the Philippine Professional Standards for Teachers

(PPST), and improving student academic achievement in the District of Calbiga II, Schools Division of

Samar.

DISCUSSION OF RESULTS AND RECOMMENDATIONS

Table 1. Profile of School Teacher Respondents

Variable

Dominant Category/Description

% / Statistical Value

Age

32–36 years old

34.08

Sex

Female

54.17

Civil Status

Married

114

79.17

Gross Monthly Family Income

₱25,000–₱29,999

115

79.86

Highest Educational Attainment

With Graduate Units

65.97

Number of Years as Teacher

16–18 years

20.83

Relevant In-Service Trainings

School-Level Trainings

—

WM = 3.78 (Always)

Performance Rating (Latest IPCRF)

Outstanding (4.50–5.00)

137

95.14

Attitude Toward PPST

Agree

—

GWM = 4.20

Table 1 presents the profile of the teacher-respondents in terms of age, sex, civil status, gross monthly family

income, highest educational attainment, number of years as teacher, relevant in-service trainings attended, latest

IPCRF rating, and attitude toward the Philippine Professional Standards for Teachers (PPST).

The data revealed that the dominant age group of the teacher-respondents was 32–36 years old, comprising

34.08% of the total respondents. This finding indicates that a considerable proportion of the teaching workforce

belonged to the early to middle stages of their professional careers. The computed mean age of 41.86 years,

median age of 36.00 years, and mean absolute deviation of 10.11 years further suggest a diverse teaching

population composed of both younger and more experienced educators.

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In terms of sex, the majority of the respondents were female, accounting for 54.17% of the total sample. This

finding reflects the continuing predominance of women in the teaching profession, a trend commonly observed

in the Philippine basic education system.

As to civil status, the majority of the teacher-respondents were married, representing 79.17% of the respondents.

This suggests that most teachers had established family responsibilities alongside their professional obligations.

Regarding gross monthly family income, the dominant income bracket was ₱25,000–₱29,999, comprising

79.86% of the respondents. This indicates a relatively uniform economic status among the teachers and may

suggest a degree of financial stability within the teaching workforce.

With respect to educational attainment, the majority of the teacher-respondents (65.97%) had earned units in

graduate studies. This finding demonstrates the respondents’ commitment to professional advancement and

continuous learning, which are important elements in enhancing teaching competence and career progression.

The data further showed that the largest proportion of teachers (20.83%) had 16–18 years of teaching experience.

This suggests that many respondents had already accumulated substantial classroom experience that could

contribute to the development of instructional expertise and professional competence.

In terms of participation in relevant in-service trainings, teachers most frequently attended school-level trainings,

as reflected by a weighted mean of 3.78, interpreted as “Always.” This finding indicates that professional

development opportunities were most accessible at the school level, while participation in district, division,

regional, and national trainings was comparatively less frequent.

As regards performance ratings, the overwhelming majority of teacher-respondents (95.14%) obtained an

Outstanding rating ranging from 4.50 to 5.00 in their latest Individual Performance Commitment and Review

Form (IPCRF). This result suggests that most teachers consistently demonstrated high levels of performance in

fulfilling their professional duties and responsibilities.

Finally, the teacher-respondents generally manifested a favorable attitude toward the Philippine Professional

Standards for Teachers (PPST), as evidenced by a grand weighted mean of 4.20, interpreted as “Agree.” This

finding indicates that teachers recognize the value of the PPST as a framework for improving instructional

practice, guiding professional growth, and enhancing the quality of education. Overall, the profile of the

respondents portrays a teaching workforce characterized by professional experience, strong performance, active

engagement in professional development, and a positive disposition toward the implementation of the PPST.

Table 2. Summary of the Level of Teaching Competence of Teachers Based on the Philippine

Professional Standards for Teachers (PPST) as Assessed by Teacher-Respondents and School

Administrator-Respondents

PPST Domain

Teacher-

Respondents

(GWM)

Interpretation

School Administrator-

Respondents (GWM)

Interpretation

Content Knowledge and

Pedagogy

4.15

Observed

4.42

Observed

Learning Environment

4.16

Observed

4.45

Observed

Diversity of Learners

4.18

Observed

4.41

Observed

Curriculum and Planning

4.19

Observed

4.44

Observed

Assessment and Reporting

4.18

Observed

4.45

Observed

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Community Linkages and

Professional Engagement

4.16

Observed

4.42

Observed

Personal Growth and

Professional Development

4.13

Observed

4.43

Observed

Grand Weighted Mean

4.16

Observed

4.43

Observed

Table 2 presents the summary of the level of teaching competence of teachers based on the Philippine

Professional Standards for Teachers (PPST) as assessed by both teacher-respondents and school administrator-

respondents. The findings revealed that both groups generally perceived the teaching competence of teachers to

be observed across all PPST domains. However, school administrators consistently provided higher ratings than

the teachers' self-assessments.

As assessed by the teacher-respondents, the overall level of teaching competence obtained a grand weighted

mean of 4.16, interpreted as “Observed.” Among the seven PPST domains, Curriculum and Planning received

the highest rating with a grand weighted mean of 4.19, followed closely by Diversity of Learners and Assessment

and Reporting, both with a weighted mean of 4.18. These findings suggest that teachers were confident in their

ability to design instruction aligned with curriculum standards, address the diverse needs of learners, and utilize

assessment practices to support student learning. On the other hand, Personal Growth and Professional

Development obtained the lowest grand weighted mean of 4.13, although it remained within the “Observed”

category. This indicates that while teachers generally engaged in professional development activities, there

remained opportunities for further strengthening their professional growth initiatives, particularly in aligning

their development goals with the Philippine Professional Standards for Teachers.

Specifically, under Content Knowledge and Pedagogy, teachers rated themselves highest in their ability to use

research-based knowledge and principles of teaching and learning to enhance professional practice (WM = 4.24).

Conversely, relatively lower ratings were given to their ability to apply knowledge of content within and across

curriculum teaching areas and display proficient use of Mother Tongue, Filipino, and English to facilitate

teaching and learning (WM = 4.05). In the domain of Learning Environment, teachers rated themselves highest

in maintaining learning environments that promote fairness, respect, and care (WM = 4.28), while the lowest

ratings were given to establishing safe and secure learning environments and managing classroom structures for

meaningful exploration and hands-on learning (WM = 4.10). Likewise, in Diversity of Learners, teachers

demonstrated strong competence in using differentiated and developmentally appropriate learning experiences

(WM = 4.40), but relatively lower competence in designing strategies responsive to learners with disabilities,

giftedness, and talents (WM = 4.08). Similar patterns were observed in the remaining domains, where teachers

consistently demonstrated competence while identifying areas that may still benefit from enhancement.

Meanwhile, the school administrator-respondents assessed the teachers' competence more favorably, yielding an

overall grand weighted mean of 4.43, likewise interpreted as “Observed.” The highest-rated domains were

Learning Environment and Assessment and Reporting, both with a grand weighted mean of 4.45, followed by

Curriculum and Planning with 4.44. These findings indicate that school administrators perceived teachers as

highly capable of creating productive learning environments, effectively utilizing assessment results, and

planning instruction aligned with curriculum requirements. The lowest-rated domain was Diversity of Learners

with a grand weighted mean of 4.41, although it remained within the “Observed” category, signifying that

teachers were still regarded as competent in addressing learner diversity.

A closer examination of the school administrators’ assessments revealed that teachers were particularly strong

in several indicators. Under Content Knowledge and Pedagogy, the highest rating was given to the positive use

of information and communication technology (ICT) to facilitate teaching and learning (WM = 4.48). Under

Curriculum and Planning, teachers were rated highest in participating in collegial discussions that utilize teacher

and learner feedback to enrich teaching practice (WM = 4.50), which was interpreted as “Highly Observed.”

Similarly, under Assessment and Reporting, administrators rated teachers highest in utilizing assessment data to

modify teaching and learning practices and programs (WM = 4.50), also interpreted as “Highly Observed.”

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These findings suggest that school administrators recognized teachers' strengths in collaborative planning, data-

driven instruction, and the integration of technology in teaching.

Overall, the findings indicate that teachers in the District of Calbiga II demonstrated competence across all

domains of the Philippine Professional Standards for Teachers. Both teachers and school administrators

acknowledged the consistent manifestation of PPST indicators in classroom practice, although school

administrators generally perceived the level of competence to be higher than the teachers’ self-assessments. The

results suggest that teachers possess the necessary knowledge, skills, and professional attributes required to

deliver quality instruction and support student learning. Nevertheless, the findings also highlight areas for

continuous professional development, particularly in addressing diverse learner needs, strengthening

multilingual instructional proficiency, and further aligning professional growth goals with the standards

embodied in the PPST.

Table 3. Students’ Academic Achievement Based on Their Mean Grades During the First and Second

Quarters of the School Year 2025–2026

Variable

Dominant Category/Description

% / Statistical Value

Students’ Academic

Achievement

Mean Grade of 85–89 (Very Satisfactory)

___

58.33

Table 3 presents the students’ academic achievement based on their mean grades during the first and second

quarters of the School Year 2025–2026. The findings revealed that the majority of the student-respondents

obtained mean grades ranging from 85 to 89, interpreted as Very Satisfactory, accounting for 58.33% of the total

respondents.

This result indicates that most students demonstrated a commendable level of academic performance during the

study period. The predominance of grades within the very satisfactory range suggests that learners generally

possessed a sound understanding of the lessons taught and were able to meet the expected learning competencies

across subject areas. Furthermore, the findings imply that the students consistently exhibited satisfactory mastery

of the knowledge, skills, attitudes, and values prescribed in the curriculum.

The results may also reflect the effectiveness of instructional practices employed by teachers, including the

implementation of appropriate teaching strategies, assessment methods, and learning interventions that

facilitated student learning.

The relatively high academic achievement of the students suggests that the educational environment provided

opportunities for learners to actively engage in the learning process and achieve the desired educational

outcomes.

Moreover, the findings support the notion that effective teaching competence, as embodied in the Philippine

Professional Standards for Teachers (PPST), contributes positively to learner achievement. Teachers who

demonstrate competence in content knowledge and pedagogy, curriculum planning, assessment and reporting,

classroom management, and professional engagement are better positioned to facilitate meaningful learning

experiences that enhance student performance.

Overall, the results indicate that the student-respondents attained a favorable level of academic achievement

during the first and second quarters of the School Year 2025–2026.

The predominance of learners within the Very Satisfactory performance level suggests that the students were

able to achieve the expected learning outcomes and maintain satisfactory academic progress, which may be

associated with the competent instructional practices demonstrated by their teachers.

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Table 4. Difference Between the Assessments of Teacher-Respondents and School Administrator-

Respondents Regarding Teaching Competence Based on the PPST

PPST Domain

z-value

p-value

Decision

Interpretation

Content Knowledge and Pedagogy

-3.1228

0.001791

Reject Ho

Significant

Learning Environment

-3.1260

0.001772

Reject Ho

Significant

Diversity of Learners

-2.8854

0.003909

Reject Ho

Significant

Curriculum and Planning

-2.5942

0.009482

Reject Ho

Significant

Assessment and Reporting

-2.4676

0.013604

Reject Ho

Significant

Community Linkages and Professional Engagement

-2.4612

0.013846

Reject Ho

Significant

Personal Growth and Professional Development

-3.0136

0.002581

Reject Ho

Significant

Table 4 presents the results of the Mann–Whitney U Test conducted to determine whether a significant difference

existed between the assessments of teacher-respondents and school administrator-respondents regarding

teaching competence across the domains of the Philippine Professional Standards for Teachers (PPST).

The findings revealed that there were significant differences in all seven PPST domains, as evidenced by p-

values that were lower than the established 0.05 level of significance. Consequently, the null hypothesis stating

that there is no significant difference between the assessments of teacher-respondents and school administrator-

respondents regarding teaching competence was rejected.

Specifically, significant differences were found in Content Knowledge and Pedagogy (z = -3.1228, p = 0.001791)

and Learning Environment (z = -3.1260, p = 0.001772). These results indicate that teachers and school

administrators differed in their perceptions regarding teachers’ mastery of subject content, instructional delivery,

and their ability to establish effective learning environments. The significant difference may be attributed to the

varying perspectives of the two groups, wherein teachers evaluated their own classroom practices while school

administrators assessed them based on supervisory observations and performance expectations.

Likewise, significant differences were observed in Diversity of Learners (z = -2.8854, p = 0.003909) and

Curriculum and Planning (z = -2.5942, p = 0.009482). These findings suggest that teachers and school

administrators held different views regarding the extent to which teachers address learner diversity and plan

instructional activities aligned with curriculum standards. School administrators may have considered broader

indicators of instructional effectiveness, whereas teachers may have assessed themselves more conservatively

based on their daily classroom experiences.

Similarly, significant differences emerged in Assessment and Reporting (z = -2.4676, p = 0.013604) and

Community Linkages and Professional Engagement (z = -2.4612, p = 0.013846). These results indicate differing

perceptions regarding teachers’ assessment practices, utilization of learner performance data, and engagement

with parents, stakeholders, and the wider school community. Such differences may stem from variations in the

criteria used by teachers and administrators when evaluating professional practices and responsibilities.

Furthermore, a significant difference was found in Personal Growth and Professional Development (z = -3.0136,

p = 0.002581). This finding suggests that teachers and school administrators differed in their assessment of

teachers’ commitment to professional learning, reflective practice, and career development. Administrators may

have based their evaluations on observable participation in professional activities and documented

accomplishments, while teachers may have considered personal experiences and perceived challenges in

pursuing professional growth opportunities.

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Overall, the results indicate that although both teachers and school administrators assessed the level of teaching

competence as generally observed across all PPST domains, their assessments significantly differed in

magnitude. The findings imply that the two groups viewed teaching competence from different perspectives,

resulting in varying evaluations of teachers’ professional practices. These differences underscore the importance

of utilizing multiple sources of assessment when evaluating teaching competence, as doing so provides a more

comprehensive and balanced understanding of teachers’ strengths and areas for improvement. The results further

suggest the need for continuous dialogue, collaborative reflection, and calibration of evaluation standards

between teachers and school administrators to ensure a shared understanding of the expectations embodied in

the Philippine Professional Standards for Teachers (PPST).

Table 5. Relationship Between the Teacher-Respondents’ Profile Variables and Their Assessed Level of

Teaching Competence

Profile Variable

Statistical Test

Coefficient

Value

value

Decision

Interpretation

Age

Spearman rho

-0.347

0.000

Reject Ho

Significant

Sex

Point-Biserial

Correlation

—

0.178

Fail to Reject

Not

Significant

Civil Status

Point-Biserial

Correlation

—

0.843

Fail to Reject

Not

Significant

Gross Monthly Family

Income

Spearman rho

—

0.188

Fail to Reject

Not

Significant

Highest Educational

Attainment

Eta Correlation

—

0.108

Fail to Reject

Not

Significant

Number of Years as Teacher

Spearman rho

-0.443

0.000

Reject Ho

Significant

Relevant In-Service

Trainings

Spearman rho

0.174

0.037

Reject Ho

Significant

Performance Rating (Latest

IPCRF)

Spearman rho

—

0.918

Fail to Reject

Not

Significant

Attitude Toward PPST

Spearman rho

0.574

0.000

Reject Ho

Significant

Table 5 presents the relationship between the teacher-respondents’ profile variables and their assessed level of

teaching competence based on the Philippine Professional Standards for Teachers (PPST).

The findings revealed that attitude toward the PPST exhibited a moderate positive and significant relationship

with teaching competence (ρ = 0.574, p = 0.000). This indicates that teachers who possessed a more favorable

attitude toward the PPST were more likely to demonstrate higher levels of teaching competence. The result

suggests that teachers who recognize the value of the PPST as a framework for professional growth and

instructional improvement tend to align their practices more closely with its standards, thereby enhancing their

competence in various domains of teaching.

Similarly, relevant in-service trainings showed a significant positive relationship with teaching competence (ρ

= 0.174, p = 0.037). Although the strength of the relationship was very weak, the finding implies that

participation in professional development activities contributes to the enhancement of teachers’ knowledge,

skills, and instructional practices. Teachers who frequently participate in trainings are exposed to current

educational trends, innovative pedagogical approaches, and updated policies, which may positively influence

their professional competence.

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On the other hand, number of years as a teacher demonstrated a moderate negative and significant relationship

with teaching competence (ρ = -0.443, p = 0.000), while age exhibited a weak negative and significant

relationship (ρ = -0.347, p = 0.000). These findings indicate that older and more experienced teachers were

slightly less likely to obtain higher competence ratings compared with their younger counterparts. One possible

explanation is that younger teachers may be more adaptable to contemporary teaching approaches, technology

integration, and the evolving expectations of the PPST framework. Nevertheless, these findings should not be

interpreted as diminishing the value of experience but rather as highlighting the importance of continuous

professional development regardless of age or years of service.

Conversely, sex (p = 0.178), civil status (p = 0.843), gross monthly family income (p = 0.188), highest

educational attainment (p = 0.108), and performance rating based on the latest IPCRF (p = 0.918) were found

to have no significant relationship with teaching competence. These results suggest that differences in these

profile characteristics did not significantly influence the competence levels demonstrated by the teacher-

respondents. Hence, teaching competence appears to be more strongly associated with professional attitudes and

engagement in development activities than with demographic and socioeconomic factors.

Overall, the findings indicate that while certain personal and professional characteristics are related to teaching

competence, attitude toward the PPST emerged as the most influential profile variable. This highlights the

importance of fostering positive perceptions of professional standards and encouraging continuous professional

learning among teachers to further strengthen teaching competence.

Table 6. Relationship Between the Teacher-Respondents’ Assessed Level of Teaching Competence and

the School Administrators’ Assessed Level of Teaching Competence

Variables Correlated

Statistical

Test

Coefficient

Value (ρ)

value

Decision

Interpretation

Teacher Assessment of Teaching

Competence and School Administrator

Assessment of Teaching Competence

Spearman

rho

0.116

0.455

Fail to

Reject Ho

Not

Significant

Level of Significance = 0.05

Table 6 presents the relationship between the teacher-respondents’ assessed level of teaching competence and

the school administrator-respondents’ assessed level of teaching competence.

The results revealed that there was no significant relationship between the assessments of the two groups, as

evidenced by the computed p-value of 0.455, which is greater than the 0.05 level of significance. Consequently,

the null hypothesis was accepted. Furthermore, the computed Spearman rho coefficient of 0.116 indicates a very

weak positive relationship between the two assessments.

This finding suggests that the teaching competence ratings provided by teachers and school administrators were

largely independent of one another. Although both groups generally assessed teaching competence as observed

across the PPST domains, the degree to which teachers rated themselves did not correspond significantly with

the ratings given by school administrators. The lack of significant association may be attributed to differences

in evaluation perspectives, standards, and experiences. Teachers may have based their assessments on self-

reflection and personal experiences in classroom instruction, whereas school administrators may have relied on

classroom observations, performance records, and supervisory expectations.

The findings imply that self-assessment and administrator assessment capture different dimensions of teaching

competence. As such, both sources of evaluation remain important in obtaining a more comprehensive

understanding of teacher performance and professional practice.

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Table 7. Relationship Between the Teacher-Respondents’ Assessed Level of Teaching Competence and

Students’ Academic Achievement

Variables Correlated

Statistical

Test

Coefficient

Value (ρ)

value

Decision

Interpretation

Teaching Competence and Students’

Academic Achievement

Spearman

rho

0.106

0.025

Reject

Significant

Table 7 presents the relationship between the teacher-respondents’ assessed level of teaching competence and

students’ academic achievement based on their mean grades during the first and second quarters of the School

Year 2025–2026.

The findings revealed a significant relationship between teaching competence and student academic

achievement, as evidenced by the computed p-value of 0.025, which is lower than the established 0.05 level of

significance. Consequently, the null hypothesis was rejected, indicating that teaching competence is significantly

associated with student academic performance.

However, the computed Spearman rho coefficient of 0.106 indicates that the relationship is very weak and

positive. This suggests that while higher levels of teaching competence tend to be associated with better student

academic achievement, the magnitude of the relationship is relatively small. In practical terms, teaching

competence contributes to student performance, but it represents only one of many factors influencing academic

achievement.

The very weak correlation may be attributed to the presence of other variables that affect student learning

outcomes, such as learner motivation, socioeconomic status, parental involvement, learning resources, study

habits, peer influence, school environment, and individual learning abilities. These factors may collectively exert

a stronger influence on academic achievement than teaching competence alone.

Nevertheless, the significant positive relationship supports the premise that competent teachers play an important

role in facilitating student learning. Teachers who demonstrate proficiency in the PPST domains are more likely

to provide effective instruction, create supportive learning environments, implement appropriate assessment

strategies, and address learner needs, all of which contribute to improved educational outcomes.

Overall, the findings affirm the importance of continuously strengthening teacher competence through

professional development programs and PPST-aligned initiatives, as improvements in teaching quality can

positively influence student academic achievement, even if the effect is relatively modest.

Variable

Dominant Category/Description

Interpretation

Challenges in the

Implementation of PPST

Heavy workload that limits time for reflective teaching

and professional development

4.01

Highly a

Challenge

Challenges in the

Implementation of PPST

Limited training opportunities for deeper

understanding and application of the PPST

3.54

Highly a

Challenge

Overall Challenges

Encountered

Grand Weighted Mean

3.75

Highly a

Challenge

Table 8 presents the challenges encountered by the teacher-respondents in the implementation of the Philippine

Professional Standards for Teachers (PPST). The findings revealed that teachers generally experienced a high

level of difficulty in implementing the PPST, as evidenced by the grand weighted mean of 3.75, interpreted as

“Highly a Challenge.” This result indicates that despite teachers’ demonstrated competence and positive attitude

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toward the PPST, they continued to encounter considerable barriers in fully implementing the standards in their

professional practice.

Among the identified challenges, the statement “Heavy workload that limits time for reflective teaching and

professional development” obtained the highest weighted mean of 4.01, interpreted as “Highly a Challenge.”

This finding suggests that excessive teaching responsibilities, administrative tasks, preparation of instructional

materials, assessment-related duties, and documentation requirements significantly reduced the time available

for teachers to engage in reflective practice and professional learning activities. Since reflective teaching and

continuous professional development are essential components of the PPST, the demands of workload may

hinder teachers from maximizing opportunities for instructional improvement and career growth.

On the other hand, the statement “Limited training opportunities for deeper understanding and application of the

PPST” obtained the lowest weighted mean of 3.54, which was likewise interpreted as “Highly a Challenge.”

Although this challenge received the lowest rating among the indicators, the result still highlights the need for

more extensive and sustained capacity-building programs related to the PPST. The finding suggests that teachers

may require additional training, mentoring, and technical assistance to strengthen their understanding of PPST

indicators and effectively translate these standards into classroom practice.

Overall, the findings imply that while teachers generally recognize the value and importance of the Philippine

Professional Standards for Teachers, several implementation-related concerns continue to affect their ability to

fully meet its expectations. The prevalence of workload-related concerns and the need for enhanced professional

development opportunities underscore the importance of providing adequate institutional support, reducing

unnecessary administrative burdens, and expanding access to PPST-focused training programs. Addressing these

challenges may help teachers more effectively implement the PPST and further enhance their professional

competence and instructional effectiveness.

SUMMARY OF FINDINGS

This study assessed the teaching competence and student academic achievement based on the Philippine

Professional Standards for Teachers (PPST) among teachers in the District of Calbiga II, Schools Division of

Samar, during the School Year 2025–2026.

Based on the analysis and interpretation of the data, the following findings were obtained:

1. The teacher-respondents were predominantly female, married, and within the 32–36 age bracket. Most

belonged to the gross monthly family income bracket of ₱25,000–₱29,999 and had earned units in

graduate studies. The largest proportion had 16–18 years of teaching experience. The respondents most

frequently participated in school-level in-service trainings and the majority obtained Outstanding

performance ratings based on their latest Individual Performance Commitment and Review Form

(IPCRF). Furthermore, the teacher-respondents demonstrated a positive attitude toward the Philippine

Professional Standards for Teachers (PPST), indicating their support for professional growth,

instructional improvement, and alignment of teaching practices with established professional standards.

2. As assessed by the teacher-respondents, the level of teaching competence based on the PPST was

generally observed across all domains. Curriculum and Planning obtained the highest assessment,

followed by Diversity of Learners, Assessment and Reporting, Learning Environment, Community

Linkages and Professional Engagement, Content Knowledge and Pedagogy, and Personal Growth and

Professional Development. These findings indicate that teachers perceived themselves as competent in

implementing the standards prescribed by the PPST.

3. As assessed by the school administrator-respondents, the level of teaching competence based on the

PPST was likewise observed across all domains. Learning Environment and Assessment and Reporting

obtained the highest ratings, followed by Curriculum and Planning, Personal Growth and Professional

Development, Content Knowledge and Pedagogy, Community Linkages and Professional Engagement,

and Diversity of Learners. These findings suggest that school administrators generally perceived teachers

as demonstrating competence in all domains of professional practice.

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4. The majority of the student-respondents achieved mean grades ranging from 85 to 89 during the first and

second quarters of the School Year 2025–2026. This indicates that most learners attained a Very

Satisfactory level of academic performance, reflecting satisfactory mastery of learning competencies and

consistent academic progress.

5. Significant differences existed between the assessments of teacher-respondents and school administrator-

respondents regarding teaching competence across all domains of the Philippine Professional Standards

for Teachers. Significant differences were observed in 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. These

findings indicate that teachers and school administrators differed in their perceptions regarding the extent

to which teaching competence was demonstrated.

6. Among the profile variables of teacher-respondents, attitude toward the Philippine Professional

Standards for Teachers demonstrated a significant moderate positive relationship with teaching

competence. Relevant in-service trainings also showed a significant positive relationship, although weak

in magnitude. Conversely, age and number of years as a teacher exhibited significant negative

relationships with teaching competence. Other profile variables, including sex, civil status, gross monthly

family income, highest educational attainment, and latest IPCRF rating, showed no significant

relationship with teaching competence.

7. No significant relationship existed between the teacher-respondents’ assessed level of teaching

competence and the school administrator-respondents’ assessed level of teaching competence. The very

weak correlation coefficient indicated that the evaluations of the two groups were largely independent of

one another, suggesting differences in perspectives and evaluation criteria.

8. A significant relationship existed between the teacher-respondents’ assessed level of teaching

competence and student academic achievement. Although the relationship was statistically significant,

the correlation was very weak, indicating that teaching competence contributed to student academic

performance but accounted for only a small portion of the variation in learners’ achievement.

9. Teacher-respondents encountered considerable challenges in the implementation of the Philippine

Professional Standards for Teachers. Heavy workload that limits time for reflective teaching and

professional development emerged as the most significant challenge. Limited training opportunities for

deeper understanding and application of the PPST was identified as the least challenging among the

indicators, although it was still perceived as highly challenging. Overall, the respondents considered the

challenges encountered in implementing the PPST as highly evident, highlighting the need for enhanced

support mechanisms, professional development opportunities, and workload management strategies.

10. The findings of this study should be interpreted in light of several limitations. First, the study relied

heavily on self-reported responses and administrator assessments, which may be influenced by personal

perceptions and subjective judgments. Second, the study was limited to teachers and school

administrators in the District of Calbiga II, Schools Division of Samar, thereby restricting the

generalizability of the findings to other districts or educational settings. Third, student academic

achievement was measured solely through learners’ mean grades during the first and second quarters and

did not include other indicators such as standardized test scores, literacy assessments, or performance-

based evaluations. Finally, the cross-sectional nature of the study limits the establishment of causal

relationships among the variables examined. Future studies may consider broader samples, longitudinal

designs, and additional measures of academic achievement and teacher competence to strengthen the

findings.

CONCLUSION

Based on the findings of the study, it is concluded that the teachers in the District of Calbiga II, Schools Division

of Samar, generally possess favorable professional characteristics and demonstrate a positive attitude toward the

Philippine Professional Standards for Teachers (PPST). The respondents were characterized by substantial

teaching experience, active participation in professional development activities, outstanding performance

ratings, and a commitment to pursuing graduate education. Their positive attitude toward the PPST reflects their

recognition of its value as a framework for enhancing professional practice and improving the quality of teaching

and learning.

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The study revealed that teachers demonstrated a competent level of teaching across all domains of the Philippine

Professional Standards for Teachers. Both teacher-respondents and school administrator-respondents assessed

teaching competence as observed 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. These findings indicate that

teachers generally possess the knowledge, skills, values, and professional attributes necessary to effectively

perform their roles and responsibilities in promoting learner achievement.

The findings further showed that the majority of learners attained a Very Satisfactory level of academic

achievement based on their mean grades during the first and second quarters of the School Year 2025–2026.

This suggests that students were generally able to meet the expected learning competencies and demonstrate

satisfactory academic performance. The result further implies that the instructional practices employed by

teachers contributed positively to learners’ academic progress.

However, significant differences were found between the assessments of teachers and school administrators

regarding teaching competence across all PPST domains. Although both groups generally viewed teaching

competence positively, school administrators consistently provided higher ratings than the teachers themselves.

This finding suggests that teachers and school administrators may differ in their perceptions, evaluation

standards, and interpretations of professional competence. Consequently, assessment of teaching competence

should consider multiple perspectives to provide a more comprehensive and balanced evaluation of teacher

performance.

The study also established that certain profile variables significantly influenced teaching competence.

Specifically, attitude toward the PPST demonstrated the strongest positive relationship with teaching

competence, highlighting the importance of fostering positive perceptions and acceptance of professional

standards. Participation in relevant in-service trainings likewise contributed positively to teaching competence,

although to a lesser extent. Conversely, age and years of teaching experience exhibited significant negative

relationships with competence, suggesting the importance of continuous professional learning and adaptation to

evolving educational demands regardless of length of service. Other profile variables such as sex, civil status,

income, educational attainment, and performance rating were not found to significantly influence teaching

competence.

Furthermore, no significant relationship was found between the teachers’ self-assessment of teaching

competence and the assessments made by school administrators. This indicates that the two groups evaluated

teaching competence from different perspectives and that self-assessment and supervisor assessment may

capture distinct aspects of professional practice. Nevertheless, both forms of assessment remain important

sources of information for professional growth and performance improvement.

The study likewise established a significant relationship between teaching competence and student academic

achievement. Although the relationship was statistically significant, its magnitude was very weak, suggesting

that teaching competence contributes to student performance but is only one of several factors affecting academic

achievement. Learner-related, family-related, and school-related factors may also play substantial roles in

determining educational outcomes.

Despite the generally positive findings, teachers encountered considerable challenges in the implementation of

the Philippine Professional Standards for Teachers. Heavy workload emerged as the most significant challenge,

limiting opportunities for reflective teaching and professional development. Limited training opportunities for

deeper understanding and application of the PPST were also identified as significant concerns. These challenges

suggest that successful implementation of the PPST requires not only teacher commitment and competence but

also adequate institutional support, accessible professional development programs, effective workload

management, and sustained mentoring and coaching initiatives.

Overall, the study concludes that teaching competence grounded in the Philippine Professional Standards for

Teachers contributes positively to student academic achievement and serves as an important indicator of

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educational quality. Strengthening teachers’ attitudes toward the PPST, expanding professional development

opportunities, and addressing implementation challenges will further enhance teacher competence and support

improved learner outcomes in the District of Calbiga II, Schools Division of Samar.

RECOMMENDATIONS

In light of the findings and conclusions of the study, the following recommendations are proposed:

1. School administrators should continuously strengthen the implementation of the Philippine Professional

Standards for Teachers (PPST) by integrating its indicators into instructional supervision, mentoring

programs, performance evaluation, and professional development activities to ensure sustained teacher

growth and improved instructional practices.

2. Teachers should actively engage in reflective teaching practices and utilize the PPST as a guide for self-

assessment, professional reflection, and continuous improvement of their instructional competencies.

3. Schools should provide more opportunities for teachers to participate in relevant in-service trainings,

seminars, workshops, learning action cells (LACs), and other professional development programs that

focus on enhancing competence across the PPST domains.

4. School heads and instructional leaders should establish stronger coaching and mentoring mechanisms to

assist teachers in addressing areas that require improvement, particularly in responding to learner

diversity, multilingual instruction, and professional development planning.

5. The Schools Division Office should intensify capacity-building initiatives related to the PPST, including

orientation programs, technical assistance, classroom observation coaching, and professional learning

opportunities that support teachers in effectively implementing PPST indicators in their daily practice.

6. Greater emphasis should be given to fostering positive attitudes toward the PPST among teachers since

attitude toward the standards was found to have a significant positive relationship with teaching

competence. Activities that promote understanding, appreciation, and ownership of the PPST should

therefore be strengthened.

7. School administrators should encourage and support teachers in pursuing graduate studies and other

advanced professional learning opportunities that contribute to instructional effectiveness and career

advancement.

8. Schools should develop strategies to address workload-related concerns by reviewing administrative

assignments, streamlining documentation requirements, and providing support systems that allow

teachers sufficient time for reflective practice, lesson preparation, and professional development.

9. Collaborative professional learning communities should be strengthened within schools to encourage the

sharing of best practices, peer mentoring, collaborative lesson planning, and collective problem-solving

related to teaching and learning.

10. Schools should implement targeted intervention programs designed to further improve student academic

achievement by addressing learners’ specific academic needs, strengthening remediation programs, and

enhancing instructional support mechanisms.

11. Parents and community stakeholders should be actively involved in supporting student learning through

strengthened school-community partnerships, learner support programs, and collaborative initiatives that

promote academic success.

12. The Schools Division Office and school administrators should provide expanded opportunities for

teachers to participate in district, division, regional, and national training programs to broaden their

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professional exposure and strengthen competencies beyond school-level professional development

activities.

13. Regular monitoring and evaluation of teacher competence based on the PPST should be conducted to

identify strengths, determine areas for improvement, and provide evidence-based interventions that

support continuous professional growth.

14. Future researchers may conduct similar studies in other districts, divisions, or educational settings using

larger populations to validate and compare the findings of the present investigation.

15. Future studies may incorporate additional variables such as instructional leadership, school climate,

teacher motivation, organizational support, learner engagement, parental involvement, and

socioeconomic factors to gain a broader understanding of the factors influencing teaching competence

and student academic achievement.

16. Future researchers are encouraged to employ qualitative or mixed-methods approaches to gain deeper

insights into teachers’ experiences, perceptions, and challenges in implementing the Philippine

Professional Standards for Teachers.

17. Future studies should consider utilizing objective measures of student achievement such as standardized

test scores, literacy and numeracy assessments, and other performance indicators to complement grade-

based measures of academic achievement.

18. Future researchers should examine the long-term effects of PPST implementation on teacher

effectiveness and student outcomes through longitudinal studies to better understand the sustained impact

of professional standards on educational quality.

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