Competency Needs of Secondary School Teachers of Lopez West District based on PPST Domains
DOI:
https://doi.org/10.65339/ijsair.V2.I1.70Keywords:
Assessment and reporting; Community linkages and professional engagement; Content knowledge and pedagogy; Diversity of learners; Learning environment; Philippine Professional Standards for Teachers (PPST); Teacher enhancement program; Teacher competency needsAbstract
This study assessed the competency needs of secondary school teachers in the Lopez West District, Division of Quezon, using the Philippine Professional Standards for Teachers (PPST) as the guiding professional standards framework and an input–process–output logic for translating results into a proposed Teacher Enhancement Program. The research employed descriptive-survey, descriptive-evaluative, and descriptive-comparative approaches across nine secondary schools. From a population of 304 teachers, 121 respondents were selected through stratified random sampling (Slovin’s formula, 7% margin of error). Data were gathered using a PPST-based checklist with a two-part format (demographic profile and seven PPST domains) rated on a 4-point competency scale; the instrument underwent expert validation. Analyses included percentages, weighted arithmetic means, tests of homogeneity and normality, and nonparametric group comparisons using Mann–Whitney U and Kruskal–Wallis H tests. Findings showed respondents were predominantly female and early-career, largely baccalaureate degree holders, and mostly married. Overall competency across all seven PPST domains was rated Competent, with relatively higher ratings in Diversity of Learners and Content Knowledge and Pedagogy, and comparatively lower ratings in Personal Growth and Professional Development, Community Linkages and Professional Engagement, and Learning Environment. No significant differences in competency needs were found by sex, while significant differences emerged when grouped by age, civil status, educational qualification, and length of service. Based on lower-rated indicators across domains, a Teacher Enhancement Program was developed to address prioritized competency needs through targeted professional learning and school-level support mechanisms. This study aligns with SDG 4 (Quality Education) and supports SDG 8 (Decent Work and Economic Growth) through standards-based teacher upskilling and strengthened professional practice. Its sustainability impact lies in promoting an institutionalized, evidence-informed professional development system that improves instructional quality, inclusive practice, and stakeholder engagement over time.
References
Aranilla, E. C. (2017). Research methodology module. Sacred Heart College.
Asio, J. M. R., & Jimenez, E. C. (2019). Professional development, organizational climate, supervisory rapport and overall satisfaction of employees: An attitudinal study. International Journal of Scientific Research in Multidisciplinary Studies, 6(4), 34–40. https://doi.org/10.6084/m9.figshare.12698195.v2
Baker, G. (2012). Multicultural importance for curriculum development. Teacher Education. [Reference details incomplete—publisher/volume not provided].
Baker, S. (2018). Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds. Review of Education. https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3133
Basic Education Sector Transformation (BEST) Program. (2018, October 16). How was the Philippine Professional Standards for Teachers (PPST) developed? https://bestprogram.ph/?p=879
Batas Pambansa Blg. 232. (1982). An act providing for the establishment and maintenance of an integrated system of education. https://www.lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html
Berman, L. (2013). Feeling, valuing and the art of growing affective. Association in Curriculum Development.
Berman, R. J. (2016). The role of the institution in the transformation of coping capacity to sustainable adaptive capacity (Master’s thesis, University of Edinburgh).
Black, P. J., & Wiliam, D. (2010). Inside the black box. Phi Delta Kappan, 92(1), 81–90.
Burns, A. (2018). Action research in second language teacher education. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to research in language teaching and learning. Cambridge University Press.
BusinessMirror. (2018, July 19). Teachers need to build strong relationships with school stakeholders. https://businessmirror.com.ph/2018/07/19/teachers-need-to-build-strong-relationships-with-school-stakeholders/
CHED. (2017). CHED Memorandum Order No. 75, s. 2017: Policies, standards, and guidelines for Bachelor of Secondary Education (BSEd). Commission on Higher Education.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633–2679. https://doi.org/10.1257/aer.104.9.2633
Choi, E., & Lee, J. (2016). Investigating the relationship of target language proficiency and self-efficacy among non-native EFL teachers. System, 58, 49–63. https://doi.org/10.1016/j.system.2016.02.010
Code of ethics for professional teachers. (n.d.). International Institute for Educational Planning (IIEP), UNESCO. http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Commission on Higher Education. (2007). CHED Memorandum Order No. 52, s. 2007: Revised policies and standards for undergraduate teacher education curriculum. https://ched.gov.ph/cmo-52-s-2007/
Craig, H. (1998). Teacher development: Making an impact. Academy of Educated Mamt. https://www.researchgate.net/publication/44824196_Teacher_development_Making_an_impact
Craig, R. T. (2015). The constitutive metamodel: A 16-year review. Communication Theory. https://onlinelibrary.wiley.com/doi/abs/10.1111/comt.12076
Cruz, T. (2016). Creative management: Disciplining the neoliberal worker (Master’s thesis). Electronic Thesis and Dissertation Repository. https://ir.lib.uwo.ca/etd/4207
DeLuca, C., & Klinger, D. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
Department of Education, Division of Quezon. (2019). Division training for Enhanced-Master Teachers Development Program (E-MTDP) raising the bar of master teachers’ competence (Quezon Province Division Memorandum No. 264, s. 2019). https://www.depedquezon.com.ph/data/bulletin/1-bulletin-5d93106104700.pdf
Department of Education. (2009). Department Order No. 32, s. 2009: National adoption and implementation of NCBTS-TSNA and IPPD for teachers, and integration of its system operations in the overall program for continuing teacher capacity building. https://www.deped.gov.ph/2009/04/07/do-32-s-2009-national-adoption-and-implementation-of-ncbts-tsna-and-ippd-for-teachers-and-integration-of-its-system-operations-in-the-overall-program-for-continuing-teacher-capacity-building/
Department of Education. (2011). Department Order No. 76, s. 2011: National adoption and implementation of the Learning Resources Management and Development System (LRMDS). [URL not provided].
Department of Education. (2012). Department Order No. 40, s. 2012: Child protection policy. https://www.deped.gov.ph/2012/05/14/do-40-s-2012depedchild-protection-policy/
Department of Education. (2013). Department Order No. 36, s. 2013: Our Department of Education vision, mission and core values (DepEd VMV). https://www.deped.gov.ph/2013/09/04/do-36-s-2013-our-department-of-education-vision-mission-and-core-values-deped-vmv/
Department of Education. (2013). Department Order No. 43, s. 2013: Implementing rules and regulations (IRR) of Republic Act No. 10533 (Enhanced Basic Education Act of 2013). https://www.deped.gov.ph/2013/09/24/do-43-s-2013
Department of Education. (2015). Department Order No. 02, s. 2015: Guidelines on the establishment and implementation of the results-based performance management system (RPMS) in the Department of Education. https://www.deped.gov.ph/2015/02/06/do-2-s-2015-guidelines-on-the-establishment-and-implementation-of-the-results-based-performance-management-system-rpms-in-the-department-of-education/
Department of Education. (2015). Department Order No. 08, s. 2015: Policy guidelines on classroom assessment for the K to 12 basic education program. http://sekc.org.ph/download/DO_s2015_08.pdf
Department of Education. (2015). Department Order No. 44, s. 2015: Guidelines on the enhanced school improvement planning (SIP) process and the school report card (SRC). [URL not provided].
Department of Education. (2016). Department Order No. 35, s. 2016: The Learning Action Cell as a K to 12 basic education program school-based continuing professional development strategy for the improvement of teaching and learning. http://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_035.pdf
Department of Education. (2016). Department Order No. 42, s. 2016: Policy guidelines on daily lesson log (DLL) or the detailed lesson plan (DLP). [URL not provided].
Department of Education. (2017). Department Order No. 42, s. 2017: National adoption and implementation of the Philippine Professional Standards for Teachers. https://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-for-teachers/
Department of Education. (2017). Philippine Professional Standards for Teachers (PPST). [URL not provided].
Department of Education. (n.d.). Results-based performance management system (RPMS) manual for teachers and school heads. http://depedcapiz.ph/downloads/RPMS_Manual.pdf
Department of Foreign Affairs and Trade. (n.d.). Development assistance in the Philippines. https://dfat.gov.au/geo/philippines/development-assistance/pages/development-assistance-in-philippines.aspx
Dias-Lacy, S. L., & Guirguis, R. V. (n.d.). Challenges for new teachers and ways of coping with them. Journal of Education and Learning, 6(3), 265–272. [Year/DOI not provided].
DSMEPA. (2018). District monitoring and evaluation plan adjustment. Lopez West District, Lopez, Quezon.
Eclavea, C. (2019). Parents’ level of commitment in the school-based management program implementation in Lutgarda Causapin Elementary School (Unpublished master’s thesis). Sacred Heart College.
Eimers, M. T. (2010). The impact of student experiences on progress in college: An examination of minority and non-minority differences. NASPA Journal, 38(3), 386–409.
Essein, E. E., Akpan, O. E., & Obot, I. M. (2016). The influence of in-service training, seminars and workshops attendance by Social Studies teachers on academic performance of students in junior secondary schools in Cross River State, Nigeria. Journal of Education and Practice, 7(22), 31–35. https://eric.ed.gov/?id=EJ1112947
Forlin, C. (2005). Educators’ beliefs about inclusive practices in Western Australia. British Journal of Special Education, 22, 179–185.
Francisco, A. R. S. (2017). Teachers’ professional and personal demographic characteristics as predictors of competence. International Journal of Management, Technology, and Social Sciences, 5(2). [Page range/URL not provided].
Garman, A. M. (2004). Changing perspective teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55(3), 201–213.
Gepila, E. C., Jr. (2018). The impregnable composition writing competency and teaching writing methodologies. Polytechnic University of the Philippines. [Publication details incomplete].
Goslin, D. A. (2015). The school in contemporary society. Scott, Foresman.
Grossman, P. L. (2015). A psychological view of teacher. In The encyclopedia of teaching and teacher education. University of Santa Carolina. [Publisher details incomplete].
Haider, S. Z., & Hussain, A. (2014). Relationship between teacher factors and student achievement: A correlational study of secondary schools. US–China Education Review A, 4(7), 465–480. http://www.davidpublisher.org/index.php/Home/Article/index?id=2293.html
Hanover Research. (2014). Research themes in K–12 education. https://www.hanoverresearch.com/insights-blog/2014-k-12-education-research-trends/
Hanover Research. (2014). The impact of formative assessment and learning intentions on student learning. http://www.hanoverresearch.com/media/The-Impactof-Formative-Assessment-and-Learning-Intentionson-Student-Achievement.pdf
Harel, H. (2018, September 10–13). How does language portray culture contact? Semitic loanwords in second intermediate period and new kingdom Egypt [Poster presentation]. Crossroads III – A Stranger in the House, Prague, Czech Republic.
Harris, D. N., et al. (2017). Teacher training, teacher quality, and student achievement. National Center for Analysis of Longitudinal Data on Education Research. [URL not provided].
Hashim, R., Kaur, A., & Valdez, N. (2019). Strategizing inclusivity in teaching diverse learners in higher education. Malaysian Journal of Learning and Instruction, 16(1), 105–128. https://files.eric.ed.gov/fulltext/EJ1219877.pdf
Hussain, A., Kolberg, M., & Niazi, M. A. (n.d.). Teachers’ competencies. Wing Institute. http://www.winginstitue.org/quality-teachers-competencies
Hussain, H. A. (2018). The relationship between helicopter parenting and social emotional learning (SEL) (Master’s thesis, University of Houston–Clear Lake). [URL as provided is incomplete/unclear].
IBM SPSS Statistics, simplified statistics for beginners (SSB) software, and SHC tally tool. (2018). Sacred Heart College.
Ingels, B. (n.d.). The social and spatial [Bachelor’s thesis]. https://theses.cz/id/y445xr/Bachelor_Thesis.pdf
Inman, P., & Pascarella, E. (2018). The impact of college residence on the development of critical thinking skills in college freshmen. Journal of College Student Development, 39(6), 557–568.
Inoue, Y. (2015). Critical thinking and diversity experiences: A connection [Conference presentation]. American Education Research Association (AERA) Annual Meeting.
Jackson, S. L. (2012). Research methods and statistics: A critical thinking approach. Wadsworth Cengage Learning.
Jung, T., & Ejermo, O. (2014). Demographic patterns and trends in patenting: Gender, age, and education of inventors. Technological Forecasting and Social Change, 86, 110–124. https://doi.org/10.1016/j.techfore.2013.08.023
Kline, M. (2014). How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals. Behavioral and Brain Sciences. https://doi.org/10.1017/S0140525X14000090
Klinger, D. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
Kunter, M. (2012). Effects of autonomy-supportive teaching on student learning and motivation. Journal of Experimental Education. https://doi.org/10.1080/00220973.2011.573019
Kunze, A. J. (2018). Students’ discipline-specific perceptions of learning practices [Thesis]. http://www.lib.ncsu.edu/resolver/1840.20/35164
Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321
Leyaley, R. V. G. (2016). Cooperating teachers competence along the National Competency Based Standards (NCBTS), Kalinga Division. [Source details incomplete]. http://garph.co.uk/IJARMSS/June2019/22.pdv
Logronio, J. P. Q., & Hilvano, G. Towards Better Urban Mobility: A Comprehensive Assessment of Pedestrian Infrastructure in Naval, Biliran Province, Philippines.
Lowell, K. (2018). Contemporary curriculum in the elementary school. Harper & Row.
Mactal, N. Q. (1997). An evaluation of the music program of a public elementary school in Manila: Basis for program development (Unpublished thesis). Philippine Normal University.
Mandrique, M. (2017). Perceptions, challenges, and opportunities in utilizing electronic design interactive instructional materials of elementary school teachers of Mauban North District (Unpublished master’s thesis). Sacred Heart College.
McDonald, C. D. A. (2014). Language and teaching in multilingual schools: A Foucauldian discourse analysis of primary school teachers’ talk about their teaching practice in multilingual schools (Doctoral dissertation, University of Birmingham).
Mendoza. (2018). Standards as bases for teacher’s performance. http://www.susntar.com.ph/article/1760021
Merle. (2009). Level of competence of elementary school teacher of Pagbilao District on NCBTS domains: Basis for the proposed INSET program (Unpublished master’s thesis). Sacred Heart College Library.
Moreira, M. (2002). Investigación en educación en ciencias: métodos cualitativos. In Investigación en educación en ciencias métodos cualitativos (pp. 22–55). Universidade Federal do Rio Grande do Sul. http://www.if.ufrgs.br/~moreira/metodoscualitativos.pdf
Nagler, K. S. (2016). Effective classroom management & positive teaching. English Language Teaching, 9(1). https://files.eric.ed.gov/fulltext/EJ1087130.pdf
Organisation for Economic Co-operation and Development. (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD Publications.
Parcasio, I. G. (2016). 21st century skills among the faculty of a teacher education institution in Benguet. Benguet State University Research Journal (BRJ), 75, 118–138.
Plata, S. (2018, June 20–22). Minding the gap: Exploring assessment education in CHED’s teacher preparation program in the context of PPST and DepEd’s assessment reform [Conference presentation]. DLSU Research Congress 2018, De La Salle University, Manila, Philippines.
Prameswari, S., & Budiyanto, C. (2017). The development of the effective learning environment by creating an effective teaching in the classroom. Indonesian Journal of Informatics Education, 1. https://doi.org/10.20961/ijie.v1i1.11960
RAND Corporation. (n.d.). Teachers’ effectiveness. https://www.rand.org/topics/teacher-effectiveness.html
RAND Corporation. (n.d.). Teachers’ matter: Understanding teachers’ impact on student achievement. https://www.rand.org/education-and-labor/projects/measuring-teacher-effectiveness/teachers-matter.html
Russell, B., and the case for “philosophy for everyone.” (n.d.). The Conversation. http://theconversation.com/bertrand-russell-and-the-case-for-philosophy-for-everyone-58859
Savignon. (2017). Communicative competence. https://onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0047
SiMMER. (2018). National Research Center statement [PDF]. https://simerr.une.edu.au/quicksmart-pdf/rct-simerr_statement.pdf
Sirait. (2016). Does teacher quality affect student achievement? An empirical study in Indonesia. https://files.eric.ed.gov/fulltext/EJ1115867.pdf
Squire-Kelly, V. D. (2012). The relationship between teacher empowerment and student achievement (Doctoral dissertation, Georgia Southern University). Electronic Theses and Dissertations, 406. https://digitalcommons.georgiasouthern.edu/etd/406/
Steinberg, E. (2015). Spicing up employee engagement: A case study of an open source program [Thesis]. Hanken School of Economics.
Stevens, A. (2018). Positive discipline as a part of effective classroom management (Honors thesis). Western Michigan University. https://scholarworks.wmich.edu/honors_theses/2973
Strang, et al. (2016). Review of the research literature on defining and demonstrating quality teaching and impact in higher education. https://www.rand.org/pubs/external_publications/EP66719.html
Talastas. (2018). Effects of trainings in the level of instructional competence of junior high school teachers in Canda National High School (Unpublished master’s thesis). [Institution not provided].
Tartari, E. (2018). The impact of positive discipline in the learning process. https://www.researchgate.net/publication/329231892_THE_IMPACT_OF_POSITIVE DISCIPLINE_IN_THE_LEARNING_PROCESS
TESDA. (2013). TESDA policy brief (Issue 02): Tech-Voc policy implications of the K to 12: Enhanced basic education. www.tesda.gov.ph/uploads/File/policybrief2013/PB%20Kto12%20as%20of%20Sept.20,%202019.pdf
Valdeabella, J. C. (2013). Assessment of programmed instruction in teaching technology. https://prezi.com/8hc3wfs931ku/assessment-of-programmed-instruction-in-teaching technology/
World Press Organization. (2014). [Reference details incomplete—title not provided].
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers.
