Effects of Philippine Professional Standards for Teachers (PPST) on the Teaching Practices of Proficient Teachers

Abstract

The study aimed to determine the effects of Philippine Professional Standards for Teachers (PPST) on the teaching practices of proficient teachers of upland public elementary schools in Tanay, Sub-Office during the School Year 2023-2024.These schools include Aguho Elementary School ,Alas-Asin Elementary School ,Camp Mateo Capinpin Elementary School, Cayabu Elementary School ,Cuyambay Elementary School, Daraetan Elementary School, Laiban Elementary School, Magata-Manggahan Elementary School, Madilay-dilay Elementary School , Mamuyao Elementary School , Monte de Tanay Elementary School, Nayon Elementary School, Pinagsabiran Elementary School, Sampaloc Elementary School , San Andres Elementary School, Sta.Ines Elementary School , Sto.Niño Elementary School , Tablon Elementary School and Tinucan Elementary School.The respondents of the study included the total population of proficient teachers in the said schools. This consists of 220 teachers. They were described in terms of age, sex, civil status, educational attainment, position title, length of service and in service trainings attended. Descriptive survey research design was applied utilizing a research questionnaire checklist based on the domains of the Performance Indicator on Philippine Professional Standards for Teachers (PPST) such as content knowledge and pedagogy, learning environment, diversity of learner’s curriculum and planning, assessment and reporting, community linkages and professional engagement and personal growth and professional development. Documentary analysis was also applied since the teachers’ latest ratings in their Individual Performance Commitment and Review (IPCR) for the School Year 2022-2023 were obtained as basis of their level of performance. The study revealed that Teacher-respondents are relatively young, predominantly female, mostly married ; earned units in Masters’ Degree.  Most of them are holding a Teacher I position, teaching for 10 years and below and attended in-service trainings in various levels. PPST has high extent effects on the teaching practices of the proficient teachers with respect to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. There is no significant difference in the perceived extent of effects of PPST for teachers on the teaching practices of proficient teachers with respect to content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development in terms of age, civil status, educational attainment, position title and in-service training. The teachers have a very satisfactory performance as revelead by their latest rating in the IPCR. The study concluded that teachers of age, civil status, educational attainment, position title and in-service training are not significant on the effects of PPST on the teaching practices; while sex and length of service are significant in some aspects. Teaching practices are associated with the level of work performance of teachersThe study recommended that school administrators may provide workshops, seminars, or orientation sessions to familiarize teachers with the expectations, criteria, and the overall purpose of the PPST. School administrators may align the PPST with broader educational goals and objectives so that teachers can see a clear connection between the standards and the overall mission and vision of the educational institution, they are more likely to embrace and internalize the standards into their teaching practices. School administrator may offer professional development opportunities aligned with the PPST. This could include workshops, courses, or mentoring programs designed to help teachers enhance their skills in areas identified by the standards.  School administrators may consider incorporating incentives for teachers who consistently demonstrate excellence in meeting or exceeding the PPST like recognition, awards, or opportunities for leadership roles can motivate teachers to strive for continuous improvement.  The proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables.