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

Abstract

The paper aimed to assess the respondents’ level of teaching standardscompetence using the Philippine Professional Standards for Teachers(PPST) and their performance using the school’s Teacher PerformanceEvaluation, respectively. Likewise, it purported to determine thesignificant difference in the level of teaching standards competenceand performance of teachers when teachers were grouped according tosex, marital status, educational attainment, and status of employment.The respondents were the whole population of the basic educationdepartment of a diocesan school in Antique composed of 33 teachers.Using a descriptive-comparative and correlational research design, thestandardized questionnaires on teaching standards competence usingPPST and teaching performance using teacher performance evaluationof the diocesan school were utilized to gather the data. Descriptive andinferential analyses using the mean, Mann Whitney U and IndependentSamples t-test, and the Pearson Product Moment of Correlation wereutilized to analyze the data. The findings revealed that the level of teachingstandards competence and performance of basic education teachersas assessed by the principals and teachers themselves were proficientand satisfactory, respectively. Moreover, the findings further showedno significant difference in both the teaching standards competenceand performance when the teachers were grouped according to sex,educational attainment, marital status, and status of employment.However, the overall findings revealed that there is a significantrelationship between the level of teaching standards competence andperformance.

Appraising the Quality of Diocesan Catholic Education in accordance with Philippine Catholic Schools Standards

“…The satisfactorily substantial rating of Catholic identity and mission indicates that these schools should provide programs that promote the members' solidarity of diverse cultural backgrounds (CEAP, 2016). The rating could be influenced by the lack of implementation and incorporation of diversified programs in the curriculum despite their availability (Roberto & Madrigal, 2018). This encourages the diocesan schools to be faithful in integrating these diversified programs in the school activities to ensure their members' solidarity (Knowles, 2014).…”

“…Regarding learner development areas, the results indicate that need for these diocesan schools to continuously improve in the professional formations of their teachers to ensure 21 st -century quality instruction (CEAP, 2016;Weitzel-O'Neal & Scheopner Torres, 2011). This could be influenced by the exodus of qualified teachers to public schools that result in hiring new and unqualified ones (Roberto & Madrigal, 2018). Hence, this signifies the diocesan schools to encourage their teachers to professionally upgrade to enhance their expertise (Lucilio, 2009).…”

Assessing the Teachers’ Competence in Diocesan Catholic Schools Relative to the Philippine Professional Standards for Teachers

“…These schools encountered an annual decline in enrollment which affects the financial stability and sustainability of most Catholic institutions that rely solely on students' fees (Ang, 2017). As a result, the salary of teachers is also compromised (Roberto & Madrigal, 2018).…”

“…These schools encountered an annual decline in enrollment which affects the financial stability and sustainability of most Catholic institutions that rely solely on students' fees (Ang, 2017). As a result, the salary of teachers is also compromised (Roberto & Madrigal, 2018).In the Philippines, there were studies conducted on the competence of teachers: among secondary student-teachers in a state university (…”

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

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Introduction. Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners (Roberto & Madrigal, 2018;Petalla & Madrigal, 2017). Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers.

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