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

Abstract

The paper aimed to assess the respondents’ level of teaching standards
competence using the Philippine Professional Standards for Teachers
(PPST) and their performance using the school’s Teacher Performance
Evaluation, respectively. Likewise, it purported to determine the
significant difference in the level of teaching standards competence
and performance of teachers when teachers were grouped according to
sex, marital status, educational attainment, and status of employment.
The respondents were the whole population of the basic education
department of a diocesan school in Antique composed of 33 teachers.
Using a descriptive-comparative and correlational research design, the
standardized questionnaires on teaching standards competence using
PPST and teaching performance using teacher performance evaluation
of the diocesan school were utilized to gather the data. Descriptive and
inferential analyses using the mean, Mann Whitney U and Independent
Samples t-test, and the Pearson Product Moment of Correlation were
utilized to analyze the data. The findings revealed that the level of teaching
standards competence and performance of basic education teachers
as assessed by the principals and teachers themselves were proficient
and satisfactory, respectively. Moreover, the findings further showed
no significant difference in both the teaching standards competence
and 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 significant
relationship between the level of teaching standards competence and
performance.