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

Abstract

Competent teachers are essential in successful Catholic education. However, Catholic schools are confronted with the exodus of qualified teachers, which compromises the quality of instruction. Through a descriptive-correlational design, this paper assessed the teaching competence of Antique diocesan schools relative to Philippine Professional Standards for Teachers (PPST). Likewise, it investigated the relationship between the teachers’ demographics and their competence. Utilizing a standardized PPST questionnaire, 102 administrators and teachers responded using the scale: 1-beginning, 2-proficient, 3-highly proficient, and 4-distinguished. In analyzing the data, Mean, Standard Deviation, and Pearson r were administered. Generally, the teaching competence is highly proficient with personal growth and professional development as the highest and diversity of learners as the lowest. The result showed a correlation of competence with age and employment status while sex and professional status do not. In ensuring the teaching quality, the retention of qualified teachers and continuous professional development are necessary.