Teaching Competence and Student Achievement Based on Philippine Professional Standards for Teachers
Article Sidebar
Main Article Content
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.
Downloads
References
Agbisit, M. J., Bato, R. M., & Flores, E. P. (2022). Teacher competence and implementation of the Philippine Professional Standards for Teachers: Basis for professional development initiatives. Philippine Journal of Educational Studies, 11(2), 45–59.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575.
Darling-Hammond, L. (2020). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–44.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Department of Education. (2017). DepEd Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers (PPST). Department of Education, Philippines.
Department of Education. (2020). Philippine Professional Standards for Teachers (PPST) Resource Package. Department of Education, Philippines.
Department of Education. (2022). Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads. Department of Education, Philippines.
Department of Education. (2023). Basic Education Report 2023. Department of Education, Philippines.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers' professional development in the United States. Psychology, Society, and Education, 7(3), 252–263.
Epstein, J. L. (2019). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge.
Guskey, T. R. (2021). Professional learning and teacher effectiveness. Teachers and Teaching: Theory and Practice, 27(1–4), 1–15.
Hanushek, E. A., & Rivkin, S. G. (2019). The distribution of teacher quality and implications for policy. Annual Review of Economics, 11, 131–157.
Hattie, J. (2023). Visible learning: The sequel. Routledge.
Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute.
Llego, M. A. (2021). Understanding the Philippine Professional Standards for Teachers (PPST): Implications for teacher quality and professional development. Educational Management Review, 5(1), 34–48.
Marzano, R. J. (2017). The new art and science of teaching. Solution Tree Press.
Muijs, D. (2019). Educational effectiveness and teacher effectiveness: Some key findings and future directions. School Effectiveness and School Improvement, 30(1), 1–4.
Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 Results (Volume I): What students know and can do. OECD Publishing.
Organisation for Economic Co-operation and Development (OECD). (2023). PISA 2022 Results: Learning during and after the pandemic. OECD Publishing.
Orlanda-Ventayen, C. C., & Ventayen, R. J. M. (2021). Teachers’ competency and performance in the implementation of educational reforms in the Philippines. International Journal of Scientific and Research Publications, 11(6), 532–540.
Republic of the Philippines. (2013). Republic Act No. 10533: Enhanced Basic Education Act of 2013. Official Gazette of the Republic of the Philippines.
Ross, J. A., & Bruce, C. D. (2017). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 22(2), 146–159.
Sarmiento, C. S., & Orale, R. L. (2016). Senior high school curriculum in the Philippines, USA, and Japan. Journal of Academic Research, 1(3), 12–23.
Schools Governance and Operations Division (SGOD)-Samar. (2024). Consolidated Professional Development and Performance Monitoring Report, School Years 2021–2024. Schools Division Office of Samar.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). Association for Supervision and Curriculum Development (ASCD).
Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2021). Implementation of the Philippine Professional Standards for Teachers and teacher performance in public schools. International Journal of Educational Management and Development Studies, 2(3), 56–74.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press.
UNESCO. (2020). Teacher policy development guide: Learning from international experience. UNESCO Publishing.
UNESCO. (2021). Teachers at the heart of education recovery. UNESCO Publishing.
Valdez, P. N., & Ocampo, D. M. (2021). Professional standards and teacher performance: Examining the implementation of the Philippine Professional Standards for Teachers. Philippine Social Science Journal, 4(2), 71–82.
World Bank. (2022). Philippines basic education public expenditure review. World Bank Group.
Yazon, A. D., Ang-Manaig, K., Tesoro, J. F. B., & Buama, C. A. (2019). Teacher competencies and learner achievement in selected public schools in the Philippines. International Journal of Educational Research Review, 4(4), 550–561.
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in our journal are licensed under CC-BY 4.0, which permits authors to retain copyright of their work. This license allows for unrestricted use, sharing, and reproduction of the articles, provided that proper credit is given to the original authors and the source.