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Artículos de revistas sobre el tema "Philippine Professional Standard for Teachers"

Autor: Grafiati

Publicado: 7 de junio de 2025

Última modificación: 2 de agosto de 2025

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1

Mary, Ann P. Mantos, L. Anor Nenette, B. Binoya Marsan, et al. "Teachers' Continuing Professional Development Based on the Philippine Professional Standards for Teachers." International Journal of Social Science and Human Research 08, no. 05 (2025): 2865–71. https://doi.org/10.5281/zenodo.15369270.

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In a changing and developing educational system, working diligently and carrying on the role of a teacher becomes undaunting and unsettling without the standards and norms. Standards of teaching and learning have become a need to provide effective strategies for 21st-century learners. In this way, teachers ascertain the provision of quality education which is the fourth goal of Education for Sustainable Development (UNESCO, 2017). As to the public schools, the Philippine Professional Standard for Teachers (PPST) was adopted and implemented by the Department of Education which was categorized i

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Maloloy-on, Melisa C., and Alvic A. Arnado. "Elementary School Teachers’ Proficiency: Philippine Professional Standards under Flexible Teaching Modality." International Journal of Membrane Science and Technology 10, no. 2 (2023): 857–65. http://dx.doi.org/10.15379/ijmst.v10i2.1286.

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The study evaluated the teaching proficiency of elementary school teachers in Nasipit, Agusan del Norte, Philippines, under flexible teaching and learning modality based on the Philippine Professional Standard for Teachers (PPST) using a descriptive-correlational research design and stratified random sampling. The research aimed to investigate the teachers' proficiency in fostering education for sustainable development by applying its principles to teaching and learning activities. The study found a significant relationship between teachers' proficiency level based on the PPST and their teachi

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Llurag, Stephany M., Osias Kit T. Kilag, Khen M. Villanueva, Jhonrey C. Uy, Karl Brian M. Poloyapoy, and Jason Isaac III A. Rabi. "Integrating Lesson Study with Quality Standards in Philippine Mathematics Teaching." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 2 (2024): 56–63. https://doi.org/10.5281/zenodo.11157063.

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Abstract: This study explores the potential of Lesson Study (LS) as a transformative approach to teacher professional development in mathematics education within the Philippines. Through a systematic literature review, it evaluates traditional professional development models' limitations and identifies LS's promise, challenges in implementation, and integration opportunities with quality standards like the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT). Findings reveal traditional models' inadequacy in fostering sustained improvements and collaborative learning communiti

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Roberto, Johnny, and Dennis Madrigal. "Teacher Quality in the Light of the Philippine Professional Standards for Teachers." Philippine Social Science Journal 1, no. 1 (2018): 67–80. http://dx.doi.org/10.52006/main.v1i1.13.

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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 teac

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Jorilla, Chona D., and Joel M. Bual. "Assessing the Teachers’ Competence in Diocesan Catholic Schools Relative to the Philippine Professional Standards for Teachers." Philippine Social Science Journal 4, no. 2 (2021): 71–79. http://dx.doi.org/10.52006/main.v4i2.343.

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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-profi

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Joy A. Estrada, Mary, and Joey L. Gumban. "School Head’s Competence and Teacher’s Performance in the Light of Philippine Professional Standards for Teachers." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3256–63. http://dx.doi.org/10.47772/ijriss.2024.803232s.

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School heads’ competence and teachers’ performance play vital roles towards the school’s overall performance which includes the students’ academic performances. Hence, the purpose of this study was to find out the factors which influenced teachers’ ratings and performances in school. This descriptive-comparative-correlational research design aimed to investigate the level of school heads’ competence and teachers’ performances. The study was conducted to 180 Grade 6 students of the Division of Cadiz City to assess teachers’ performances. Mean and standard deviation were used for descriptive ana

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Inot, Charmaine. "Evaluating the association between pedagogical approaches and mathematics performance of grade VI learners in Naval district, Philippines." Al-Jabar : Jurnal Pendidikan Matematika 16, no. 1 (2025): 107–16. https://doi.org/10.24042/ajpm.v16i1.26148.

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Purpose: This study investigates the link between instructional strategies implemented by teachers and the mathematics achievement levels of Grade VI students in Naval District, Philippines. Given the persistently low mathematics scores failing to reach district standards, understanding potential factors influencing student performance becomes crucial. Method: A descriptive-correlational research approach was employed, involving Grade VI students, teachers, and school administrators across selected schools in Naval District. The study utilized standardized mathematics achievement assessments a

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Cordero, Analie, and Nick John Solar. "Assessing Teachers’ Pedagogy, Curriculum and Assessment Adherence to Philippine Professional Standards for Teachers." Romblon State University Research Journal 7, no. 1 (2025): 23–30. https://doi.org/10.58780/rsurj.v7i1.137.

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This study examined the level of adherence of public school teachers to the Philippine Professional Standards for Teachers (PPST), with a specific focus on the domains of content knowledge and pedagogy, curriculum and planning, and assessment and reporting. It further investigated whether adherence levels significantly differ across demographic and professional variables, including school level, sex, age, highest educational attainment, frequency of participation in professional development seminars, and length of service. Employing a descriptive-comparative research design using a survey meth

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M. Roallos, Larry. "Utilization of Pedagogical Approaches in Implementing Philippine Professional Standards for Teachers (PPST)." International Multidisciplinary Research Journal 4, no. 1 (2022): 64–73. http://dx.doi.org/10.54476/iimrj09.

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With the implementation of the Philippine Professional Standards for Teachers, the utilization of pedagogical approaches as mandated by RA 10533 is expected to reflect in achieving the teaching standards. Content knowledge and pedagogy as its domain directly related to the utilization of strategies must blend with using 2C2I1R pedagogical approaches. The link between the teaching standards and mandated pedagogy must have been established for improved practice in teaching and to achieve better learning outcomes. With that, the researcher assessed the extent of utilization of pedagogical approac

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Bacus, Remedios C., and Rita May P. Tagalog. "Articulation and implementation of professional standards for teachers in teacher education institutions." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 2 (2023): 111–21. http://dx.doi.org/10.37134/jrpptte.vol13.2.8.2023.

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This study determined the constructions of administrators and teachers in the articulation and implementation of the Philippine Professional Standards for Teachers (PPST) in teacher education institutions. A qualitative descriptive approach was employed to explore the narratives of the 20 purposively selected participants from the five higher education institutions in Cebu. Coding and categorization of participants' vignettes, following Clarke and Braun's (2014) thematic analysis model, resulted in five indexed themes: neediness not readiness, tenacity, and supportability, challenged but not f

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Manigbas, Jimmy III, and Yumi Vivien V. De Luna. "Competency of Senior High School Teachers in Assessment and Reporting in Goa District, Philippines." International Journal of Business, Law, and Education 5, no. 2 (2024): 1494–505. http://dx.doi.org/10.56442/ijble.v5i2.390.

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This study investigated the competency of teachers in assessment and reporting. This involved the forty-five Senior High School teachers in the public secondary schools in the Department of Education (DepEd), Division of Camarines Sur, Goa District, Philippines. A survey questionnaire was utilized to gather data from the respondents on which strands and indicators were rooted in the Philippine Professional Standards for Teachers (PPST). The study results showed that teachers possessed a Moderately High Level of Competency in all strands along with assessment and reporting. The results further

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Esguerra., Rogel A., and Daryl I. Quinito. "Teachers’ Professional Development and School Leadership Management." International Journal of Research and Scientific Innovation XII, no. I (2025): 1–16. https://doi.org/10.51244/ijrsi.2025.12010001.

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The study evaluates teachers’ professional development and school leadership management in Basud District Elementary Schools. It explores teachers’ perceptions of professional development opportunities in instructional practices, job satisfaction, and professional growth, and assesses the effectiveness of these opportunities in contributing to positive changes. Additionally, the study examines the relationship between professional development and leadership management, identifies significant differences between provided opportunities and actual development, and suggests measures to address the

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Alonsagay Peñaflorida, Maria Cozette, and Runato Armenia Basañes. "Academic Support of Graduates of Professional Teacher Certification Program Senior High School Teachers." FMDB Transactions on Sustainable Techno Learning 2, no. 1 (2024): 32–40. http://dx.doi.org/10.69888/ftstl.2024.000204.

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This descriptive research study aimed to assess the academic support of secondary school teachers with certificates in teaching (CIT) in the Philippine countryside. The respondents were the 157 CIT teachers from secondary schools in the Department of Education, Schools Division of Antique. Data were gathered using the duly validated and reliability-tested researcher-made questionnaires on the Academic Support Inventory with mean, frequency, percentage, and standard deviation as descriptive statistical tools. The findings of the study revealed that when CIT Senior High School teachers were take

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Largo, Cherryl A., Charmaine G. Rubio, Myrna Josefa S. Aldeon, and Dino C. Mondarte. "SCIENCE TEACHERS' PROFESSIONAL KNOWLEDGE, PRACTICES AND ATTRIBUTES: AN EVALUATION." Ignatian International Journal for Multidisciplinary Research 3, no. 4 (2025): 1590–613. https://doi.org/10.5281/zenodo.15331820.

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This study aimed to evaluate the performance of science teachers in terms of their professional knowledge, professional practices and professional attributes using standard-based rubrics of the “Framework for Philippine Science Teacher Education” (FSTE). With the use of survey, the numerical data were analyzed and qualitative responses were done through Focus Group Discussion (FGD) and classroom observations. A total of 37 science teachers; 11 school principals; and 321 students from Science High Schools of Negros Oriental who took part in the study. Findings revealed that administ

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Estrada, Mary Joy, and Joey Gumban. "School Heads’ Competence, Teachers’ Performance in the Light of Philippine Professional Standards for Teachers, and Students’ Academic Performance." Technium Sustainability 6 (June 7, 2024): 38–55. http://dx.doi.org/10.47577/sustainability.v6i.11173.

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School heads' competence and teachers' performance play vital roles towards the school's overall performance which includes the students' academic performances. Hence, the purpose of this study was to find out the factors which influenced teachers' ratings and students' academic performances. This descriptive-comparative-correlational research design aimed to investigate the level of school heads' competence, teachers' performances, and students' academic performances, the difference of students' academic performances according to sex, socio-economic status and parents' educational attainment,

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Faur, Nicah Claire, and Araceli Craus. "Influence of Teachers Webinars to Professional Development." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence 2, no. 2 (2025): 21–34. https://doi.org/10.5281/zenodo.14791412.

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<strong>Abstract:</strong> <strong> </strong> This study investigated the influence of webinars to public high school teachers in terms of the domains of the Philippine Professional Standards for Teachers (PPST). Variables namely age, sex, highest educational attainment, teaching experience, and number of webinars attended were considered in the study. Comparative data analysis was used to determine the significance of the differences in the categories of the variables. Results revealed that public high school teachers were highly influenced by webinars in domains (1) content knowledge an

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Jay-ar, M. Dubalan. "TRAINING NEEDS ASSESSMENT OF PUBLIC SCHOOL TEACHERS IN MALAPATAN 1 DISTRICT TOWARDS A PROPOSED INTERVENTION PROGRAM IN ADDRESSING THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS." International Journal of Novel Research in Education and Learning 10, no. 3 (2023): 79–98. https://doi.org/10.5281/zenodo.7970729.

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<strong>Abstract:</strong> This study was aimed to assess the training needs of public-school teachers in Malapatan 1 District towards a proposed intervention program in addressing the Philippine Professional Standards for Teacher. The researchers used cross sectional survey that aimed at finding out the prevalence of the outcome of interest. Based on the findings of the study it was found out that in content knowledge and pedagogy was strongly needed while in the three domains: learning environment and diversity; curriculum and planning and assessment and reporting were much needed. It was al

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Malunes, Rodelyn E., and Dexter Paul D. Dioso. "Teaching Competence of Public School Teachers in the Light of the Philippine Professional Standards for Teachers." Philippine Social Science Journal 3, no. 2 (2020): 43–44. http://dx.doi.org/10.52006/main.v3i2.179.

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The teaching competence of teachers is highly regarded as the core of every educational endeavor. Educators worldwide are greatly challenged to gradually develop a more complex teaching competence due to the demand for highly skilled graduates in the global market. Consequently, the Department of Education adopted the Philippine Professional Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12 Curriculum. The domains of the PPST comprised the complete competency that guarantees a manifestation of globally best teaching practices. Hence, the paper assessed the l

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Maricel, T. Cabradilla. "Teachers' Competency Based on the Philippine Professional Standards for Teachers I-III: Basis for a Training Program." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 2083–99. https://doi.org/10.5281/zenodo.15379353.

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The study assessed the competency of Teachers I-III in DepEd, Burgos District, based on the Philippine Professional Standards for Teachers (PPST). It aimed to determine teachers’ profiles, competency levels through self-assessment and supervisor evaluation, differences between these assessments, and relationships between teacher profiles and competencies. Additionally, it identified challenges experienced by teachers to inform a training program for competency development. A descriptive-correlational research design was used, involving 61 teachers from nine elementary schools. Data were

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Matalam, Amie. "Strategic Professional Development Plan for In-Service Teacher Certificate Program." Psychology and Education: A Multidisciplinary Journal 31, no. 4 (2024): 486–500. https://doi.org/10.5281/zenodo.14772665.

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This descriptive study seeks to examine the proficiency level of teachers in the context of Philippine Professional Standards for Teachers (PPST) and to come up with a professional development plan for proper career pathing. The respondents of this study were the in-service teacher certificate holders of secondary schools coming from the Davao City division. Data were gathered through survey questionnaire containing the seven domains of PPST. Results show that secondary school teachers are highly proficient across the different domains of the PPST. When grouped by career stages, Teachers I to

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Batan, Michael B., Jasten K. D. Treceñe, Jessie R. N. Delos Santos, and Ramelito R. Paler. "Assessment of Competencies in Technology Operation and Concepts among Teachers in a Philippine State University." European Journal of Education and Pedagogy 3, no. 3 (2022): 306–9. http://dx.doi.org/10.24018/ejedu.2022.3.3.389.

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Being prepared to use technology and knowing how that technology can support student learning have become integral skills in every teacher’s professional repertoire. This study aimed to assess the level of information and communications technology competencies of teachers in higher education, particularly in the technology operations and concepts skills. The study utilized the descriptive design which involved a questionnaire adopted from the National ICT Competency Standard for Teachers. Using the sample size estimation formula for a finite population, 104 teachers in a state university in th

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Fajardo, Ma Cecilia, and RODEL B. GUZMAN. "Proficiency Level in Content and Pedagogy among Public Secondary Teachers." Studies in Technology and Education 3, no. 3 (2024): 52–62. https://doi.org/10.55687/ste.v3i3.93.

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This study aims to offer a thorough understanding of the public secondary education sector in the Philippines by evaluating the proficiency levels in content and pedagogy among public secondary school teachers. Utilizing a descriptive-correlational research design, the study employed a survey questionnaire aligned with the Philippine Professional Standards for Teachers (PPST). This questionnaire, which was validated by experts and subjected to a reliability test, was distributed to a random sample of teachers and their supervisors. The assessment focused on teachers' self-perceived proficiency

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Lakim, Sandra Mae. "A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers." Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 3, no. 1 (2024): 9–23. http://dx.doi.org/10.62718/vmca.pr-ijetas.3.1.sc-0724-011.

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This study presents a comparative analysis of English teachers' experiences under the Revised Basic Education Curriculum (RBEC) and the K-12 curriculum in the Philippines. By employing a convergent mixed-method approach, the research investigates the participants’ perspectives on student behavior and teachers' experiences in curriculum adaptations. Quantitative data were gathered from twenty English teachers using a Likert-scale survey, while qualitative insights were obtained through in-depth interviews with ten teachers. Results indicate that the K-12 curriculum enhances student engagement,

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Evelyn, Q. Pamon, and M. Oco Richard. "Teachers' Competence and Learners' Academic Performance." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 03 (2024): 1375–83. https://doi.org/10.5281/zenodo.10881450.

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Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Rep

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Rosales, Naldrin, and Janet Suaverdez. "Teachers Teaching Other Subjects in Secondary Private Schools in Sta. Rosa City, Laguna." Psychology and Education: A Multidisciplinary Journal 32, no. 9 (2025): 1075–85. https://doi.org/10.5281/zenodo.14946570.

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Teaching outside one’s specialization poses a significant challenge in the Philippine education sector, with the Department of Education (DepEd) reporting 7,343 Senior High School (SHS) teachers assigned to non-specialized subjects during S.Y. 2017–2018. This quantitative study assessed the capability levels and core behavioral competencies of teachers in such assignments, aiming to provide insights for targeted interventions. Using a descriptive-correlational design, data were collected through a modified survey questionnaire from 128 purposively selected SHS teachers. Descriptive

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Pinuela, Myla Fe G. "Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines." Journal of Educational and Social Research 14, no. 2 (2024): 73. http://dx.doi.org/10.36941/jesr-2024-0027.

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In support of the various studies for the ongoing Philippine Senior High School(SHS) curriculum, Analysis phase of the analysis, design, development, implementation, evaluation (ADDIE) model of instructional design is presented in this study. The main objective is to evaluate biology teachers’ experiences and self-assessment in teaching Biology II in the science, technology, engineering, and mathematics (STEM) Track of the K12 Basic Education Program during its first two years of implementation 2016-2017 and 2017-2018(face to face )in Iloilo Province, Philippines. A descriptive survey using a

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M. Anud, Edgar. "TEACHING PERFORMANCE OF SCIENCE TEACHERS IN THE NEW NORMAL AND THEIR TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) SELF-EFFICACY." International Journal of Applied Science and Research 05, no. 04 (2022): 81–84. http://dx.doi.org/10.56293/ijasr.2022.5410.

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This study investigated the teaching performance of Science teachers in the new normal and their TPACK self-efficacy. Descriptive research design was used. Teachers’ performance was assessed using the Philippine Professional Standards for Teachers (PPST) criteria while TPACK self-efficacy was assessed using adopted questionnaires. Three hundred and eighty six (386) Science teachers participated and their responses were analyzed using descriptive designs Results of the study revealed that Science teachers have a very satisfactory teaching performance with high level of TPACK self-efficacy. Ther

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Jorilla, Chona D., and Joel M. Bual. "Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools." Philippine Social Science Journal 3, no. 2 (2020): 33–34. http://dx.doi.org/10.52006/main.v3i2.145.

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Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are c

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Contreras, Sheryl J., and Medardo T. Mercado. "Utilization of Weekly Lesson Plan Monitoring Tool for Enhancing Competencies of Science Teachers in Instructional Planning." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 789–95. http://dx.doi.org/10.47772/ijriss.2024.803052s.

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The Diploma Education (DepEd) teacher performance measures must meet specific critical objectives. DepEd Order 42 (2017), requires seven domains and thirty-seven strands for teachers’ development. The criteria helps teachers learn. A teacher career’s advancement depends on performance. The Philippine Professional Standards for Teachers (PPST) aims to deliver quality basic education. Teachers planning domain-performance indicators teaching abilities include structuring progressive learning to meet course goals. Some teachers avoid the professional way of developing lesson ideas. This causes a “

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B. Morallo, Mayumi, and Jemil R. Abay. "Gaps on Quality Teaching: Assessing Teachers’ Needs towards the Creation of A Framework for an Extension Program on Teachers’ Professional Development." International Multidisciplinary Research Journal 1, no. 3 (2019): 28–36. http://dx.doi.org/10.54476/iimrj396.

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The study assessed the professional development needs of basic education teachers in upland areas of Goa, Camarines Sur, along with the different domains of the Philippine Professional Standards for Teachers (PPST) to create a framework for an extension program. A researcher-made surveyquestionnaire was used to capture the data, and the results were statistically treated using weighted mean and percentage technique. Results showed that the majority of the respondents belong to the young population and are relatively new to the service. Also, most of the respondents have attended professional d

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Liwanag, Belinda A. "Pre-Service Teachers’ Perceptions on Their Professional Identity Development (PID)." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 12 (2023): 4192–203. http://dx.doi.org/10.11594/ijmaber.04.12.04.

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This research is focused on the perceptions of the pre-service teachers’ Professional Identity Development (PID). The respondents included 16 pre-service teachers from a private teacher education institution. It employed a descriptive narrative design with the qualitative method of collecting data using interview questionnaire and focus group discussion guideline as instruments. The findings showed all the shared experiences were perceived to be contributory to the development of the professional identity of the Pre-service Teachers (PTs) in the competencies stipulated in the Philippine Profes

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Anog, Maria Domnena Inso, John Virtucio de Vera, and Emerson De Luna Peteros. "Examining Teacher Retention through the Lens of Job Satisfaction and Commitment in a Philippine Private School." International Journal of Learning, Teaching and Educational Research 23, no. 9 (2024): 242–64. http://dx.doi.org/10.26803/ijlter.23.9.13.

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This research explored the relationship between teachers’ school commitment, job satisfaction, and their retention in a private school in Cebu, Philippines during the school year 2023–2024. One hundred and seventeen (117) teachers were selected using random sampling and completed a four-part survey questionnaire assessing their profile, school commitment, job satisfaction, and retention. The statistical measurements used to analyze the data were frequency count, percentage, weighted mean, standard deviation, and Pearson product-moment correlation coefficient. Data reveal that the respondents h

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Llamas, Belvic, Ildefonso Libdan, Cornelio Rollo, and Jay Buscano. "Competence and Adversity Quotient of Teachers in Katangawan District: Basis for Professional Development Program." Psychology and Education: A Multidisciplinary Journal 40, no. 4 (2025): 447–74. https://doi.org/10.70838/pemj.400401.

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In a rapidly evolving landscape of education, teachers are expected to demonstrate professional competence and the ability to adapt and thrive in different challenges. As teachers face different curricula, diverse learners' needs, and institutional demands, the relationship between Competence and Adversity Quotient is vital. This study aimed to determine the level of the Philippine Professional Standard for Teachers' Competence and Adversity Quotient of teachers in Katangawan District. It employed an explanatory-sequential mixed method to investigate the PPST Competence of teachers in terms of

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Satur, Carla D., Cely B. Labadan, Carmelita O. Elbanbuena, and Jovit D. Comon. "Teaching-Learning Skills on Teachers’ Performance: Basis for Learning Action Cell Training Design." American Journal of Arts and Human Science 4, no. 2 (2025): 13–36. https://doi.org/10.54536/ajahs.v4i2.4231.

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This study examines the teaching-learning skills and performance of Junior and Senior High School teachers in Bukidnon Division for School Year 2023-2024, with the aim of informing Learning Action Cell (LAC) training designs. Using a descriptive correlation method, data were collected from 316 teachers through instruments based on SEAMEO-InnoTech, the Philippine Professional Standards for Teachers (PPST), and the Individual Performance Commitment and Review Form (IPCRF). Universal sampling was employed, and the analysis utilized descriptive and inferential statistics, including Pearson’s Corre

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Garcia, Roxer Erwin B., Jennielle Anne B. Narca, John Alexis Narca, Len Kristinne P. Mariano, and Jennifer G. Fronda. "ANALYSIS OF SENIOR HIGH SCHOOL -ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND TEACHERS PERFORMANCE." International Journal of Research -GRANTHAALAYAH 8, no. 1 (2020): 131–37. http://dx.doi.org/10.29121/granthaalayah.v8.i1.2020.260.

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This research aimed to assess the level of teaching standards competence of Senior High School-Accountancy, Business and Management (ABM) Teachers using the Classroom Observation Tool (COT) provided in the Philippine Professional Standards for Teachers - Results-based Performance Management System (PPST-RPMS). Likewise, to determine the relationship and significant difference in performance level when they were grouped according to age, sex, employment status, position, years of teaching experience, educational attainment, and grade level taught. The respondents represented the whole populatio

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Roxer, Erwin B. Garcia, Anne B. Narca Jennielle, Alexis Narca John, Kristinne P. Mariano Len, and G. Fronda Jennifer. "ANALYSIS OF SENIOR HIGH SCHOOL -ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND TEACHERS PERFORMANCE." International Journal of Research - Granthaalayah 8, no. 1 (2020): 131–37. https://doi.org/10.5281/zenodo.3631922.

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This research aimed to assess the level of teaching standards competence of Senior High SchoolAccountancy, Business and Management (ABM) Teachers using the Classroom Observation Tool (COT) provided in the Philippine Professional Standards for Teachers - Results-based Performance Management System (PPST-RPMS). Likewise, to determine the relationship and significant difference in performance level when they were grouped according to age, sex, employment status, position, years of teaching experience, educational attainment, and grade level taught. The respondents represented the whole population

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Lomeda-Junio, Michelle M. "Readiness of Bachelor of Technical-Vocational Teacher Education Pre-Service Teachers of Camarines Sur Polytechnic Colleges." Research and Analysis Journal 8, no. 2 (2025): 01–13. https://doi.org/10.18535/raj.v8i2.504.

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This study aimed to investigate the extent of the pre-service teachers in Bachelor of Technical-Vocational Teacher Education Program being ready to align with the Philippine Professional Standards for Teachers. Moreover, it identified potential correlations between pre-service teacher profiles sex, academic track, and area of specialization and subject handled in terms of their PPST readiness scores. It was discovered that there is a promising foundation in terms of literacy, numeracy and communication skills level of pre-service teachers; however, a lot has yet to be achieved overall. There r

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Dr., Joshua T. Precioso, and Marijo D. Chua Dr. "Performance of School Heads and Teachers in Public Elementary Schools." International Journal of Social Science and Human Research 08, no. 05 (2025): 2772–84. https://doi.org/10.5281/zenodo.15354971.

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Republic Act No. 9155, otherwise known as the Governance of Basic Education Act of 2001, mandates that all schools shall be headed by school heads who are trained, monitored, and held accountable for leading the school improvement process. On the contrary, the Philippine Professional Standards for Teachers (PPST) defines the standards and expectations of teachers' increasing levels of knowledge, practice, and professional engagement. Anent to these legal bases, this study sought to determine the levels and relationship between the leadership performance of school heads and the teaching perform

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Silin, Merriam. "The Image of the Teachers from the Pre-Service Students’ Perspective." Education Review 10, no. 1 (2021): 83–95. https://doi.org/10.70922/41w32p96.

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This study endeavors at identifying the perspective of the preservice students on the image of the teachers, what does this show about the professional and personal qualities of the teachers in the Philippines, and how these affect their teaching success. Different images are perceived by the students, and these say something about the teachers’ profession. The images emerge from the students’ interaction with the teachers in the process of teaching and learning. The researcher facilitated a “draw a teacher activity” which sought to determine their view of a teacher physically and conducted an

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Ebue, Jenny Joy. "Implementation of the Results-Based Performance Management System Philippine Professional Standards for Teachers on Masinloc Districts’ Integrated Schools." Psychology and Education: A Multidisciplinary Journal 34, no. 4 (2025): 483–94. https://doi.org/10.70838/pemj.340406.

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The study sought to assess the teacher-respondents’ perceived level of implementation of Results-Based Performance Management System – Philippine Professional Standards for Teachers (RPMS-PPST) in the three (3) integrated schools in Masinloc District, Schools Division of Zambales during the school year 2023-2024. Total numeration was employed to draw the teacher-respondents from kindergarten, elementary (Grades 1-6) to junior high school (Grades 7-10) totaling seventy (70)occupying Teachers I, II, III, Master Teacher I and Master Teacher II positions. The descriptive method of research was emp

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Torres, Michelle V., Adora P. Zerrudo, Velma S. Labad, and Bonifacio G. Gabales, Jr. "Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting." International Journal of Instruction 17, no. 3 (2024): 453–74. http://dx.doi.org/10.29333/iji.2024.17325a.

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The Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepE

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S. Laguna, Veronica Janes, and Elisa N. Chua. "Multi-Tasking Practices and Task-Based Management Style of Classroom Leaders and Its Impact on Teachers’ Performance and Productivity." International Multidisciplinary Research Journal 3, no. 1 (2021): 1–10. http://dx.doi.org/10.54476/iimrj262.

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This research study designed to assess the perception of teachers on multi-tasking practices, taskbased management style of classroom leaders and its impact on teachers’ performance and productivity. The research is intended to deal with the difficulty of teacher in handling numerous multiple assignments/tasks aside from the usual teaching loads. The following are the compelling objectives in the conduct of the study: determine the perceptions of teachers on multi-tasking practices and taskbased management style and find out the impact on classroom leaders’ performance and productivity of teac

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Biray, Ersyl T., James R. Gumban, and Amzi V. Martirez. "Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 9 (2024): 3537–53. http://dx.doi.org/10.11594/ijmaber.05.09.13.

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Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Divisio

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Culajara, Carla Jobelle, and Buenaventura Luces. "Perceptions and Practices of the Ideal Teacher Instructional Delivery." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 3 (2023): 217–32. http://dx.doi.org/10.58421/misro.v2i3.142.

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Teachers play a crucial role in improving every lesson's calibre at this stage of the teaching and learning process. The teacher has to keep up with all the complications that develop due to the quick changes in the teaching and learning process. This study aims to learn what excellent teachers mean to school administrators. The study's goals were to: (1) identify the personal, professional, and instructional competence of an ideal teacher; (2) explore how these traits impact how instruction is delivered; and (3) create a framework that takes these traits into account. The study used a partici

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Maria, Milagros V. Rimiendo Ph.D., and V. Tabbada Ph.D. Epifania. "Relationship of Elementary School Master Teachers in Curriculum and Planning and Learners' Academic Achievement." International Journal of Education, Development, Society and Technology (IJEDST) ISSN: 2321 – 7537 7, no. 2 (2019): 8–22. https://doi.org/10.5281/zenodo.3365799.

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Relationship of Elementary School Master Teachers in Curriculum and Planning and Learners’ Academic Achievement Maria Milagros V. Rimiendo, Ph.D.1 and Epifania V. Tabbada, Ph.D.2 1. Doctor of Philosophy (Ph.D.) major in Curriculum and Supervision, Centro Escolar University (CEU), Philippines 2. Dissertation Adviser, Centro Escolar University (CEU), Academic Consultant of the College of Education, ICCT Colleges Foundation, and retired Department Head of Philippine Normal University (PNU), Philippines  marimievillanueva@yahoo.com, epifania_tabbada@yahoo.com  IJEDST (2019), 7(2):8

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Serrano, Deanna Mae L., and Juliet G. Fallado. "Assessing the Extent of PPST Implementation and Teacher Challenges in Elementary Schools." International Journal of Scientific Research and Management (IJSRM) 13, no. 05 (2025): 4113–25. https://doi.org/10.18535/ijsrm/v13i05.el06.

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This study examined the extent of implementation of the Philippine Professional Standards for Teachers (PPST) among elementary school teachers in Surigao del Sur, focusing on identified challenges and their impact on student learning outcomes. Using a mixed-methods approach, data was collected from 210 teachers across 17 schools through surveys and interviews. Results revealed that while teachers demonstrated strong compliance in observable competencies like classroom management (WM=4.65) and assessment design (WM=4.85), significant gaps existed in domains requiring specialized resources and t

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Tan Cortes, Sylvester, Hedeliza Arcenal Pineda, and Immar Jun Robledo Geverola. "EXAMINING COMPETENCE IN ACTION RESEARCH OF BASIC EDUCATION TEACHERS IN CEBU CITY, PHILIPPINES." Journal of Nusantara Studies (JONUS) 6, no. 2 (2021): 202–30. http://dx.doi.org/10.24200/jonus.vol6iss2pp202-230.

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Background and Purpose: This study examined the self-perceived competence in action research components of basic education teachers in Cebu City as one form of identifying their challenges in doing AR. The results aimed to provide baseline information for the planned professional development program.  Methodology: It employed a sequential explanatory design (QUAN→qual). It is characterized by collecting and analyzing quantitative data in the primary phase and then by collecting and analyzing qualitative data. There were 166 teachers who participated in the online survey. These teac

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Talib, Rhoda, and Porferia Poralan. "Teaching Efficacy and Motivation as Determinants of Job Performance of MAPEH Teachers." Psychology and Education: A Multidisciplinary Journal 38, no. 10 (2025): 1095–114. https://doi.org/10.70838/pemj.381002.

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Teaching efficacy and motivation are regarded as crucial elements that influence the job performance of Music, Arts, Physical Education, and Health teachers in Philippine public schools. This study determined the significant influence of teaching efficacy and motivation on job performance among MAPEH teachers using a quantitative method, specifically a descriptive-correlational research design. Total enumeration sampling was employed to gather data from MAPEH teachers in Cluster 1, Davao City. Data were collected through adapted and validated questionnaires and analyzed in descriptive statisti

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Hernandez, Martin S. "Intercorrelation among Administrators’ Governance and Leadership Practices in School Performance: Basis for A Localized Leadership Enhancement Model." International Journal of Research and Innovation in Social Science IX, no. I (2025): 3341–47. https://doi.org/10.47772/ijriss.2025.9010267.

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School administrators are viewed as the most trusted and accountable people in managing the school, particularly in the public- school setting. Their practices, both seen and unseen, greatly impact the school organization and its performance. At that, administrators’ governance and leadership practices can be manifested in various facets, such as but not limited to, upholding the norms of public servants, laying the foundation of productive partnership with stakeholders, utilizing resources effectively, establishing a school environment that assures academic and behavioral development of the s

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Gulam, Ellen Joy, and Sherwin Uy. "Demographic Characteristics and Competencies of Elementary Teachers in Post-COVID 19 Era." Psychology and Education: A Multidisciplinary Journal 37, no. 2 (2025): 179–93. https://doi.org/10.70838/pemj.370208.

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The resumption of Face-to-Face classes in the Philippine schools post-COVID-19, the Department of Education (DepEd) intensified the implementation of the Results-Based Performance Management System (RPMS), anchored on the Philippine Professional Standards for Teachers (PPST), to uphold educational continuity and teacher proficiency. This descriptive-comparative study explored the relationship between demographic factors and the functional and core behavioral competencies of elementary school teachers within the post-COVID19 era educational context. Employing a quantitative design, data were co

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