Teaching Competence and Student Achievement Based on Philippine Professional Standards for Teachers

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.

Teaching Competence, Philippine Professional Standards for Teachers (PPST), Student Academic Achievement, Teacher Professional Development, Teacher Assessment

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