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| Levels of Professional Competencies of Proficient and Highly Proficient Teachers Based on the Philippine Professional Standards (PPST): Basis for In-Service Training
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Jerry D. Cruz, Ph.D.
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Abstract:
This study aims to investigate the level of professional competencies of proficient and highly proficient secondary Mathematics teachers along with the seven domains of the Philippine Professional Standards for Teachers (PPST) which can be used as basis for in-service training in the schools' division of Bulacan. The descriptive method was employed in the study. Essentially, a survey questionnaire was used as a primary data-gathering tool. The main instrument is a survey questionnaire adopted from the Philippine Professional Standards for Teachers (PPST) per DepEd Order No. 42. s. 2017. The total population of math teachers from nine (9) identified big schools in the Schools Division of Bulacan is 192 consisting of 165 proficient and 27 highly proficient teachers. Using the equation developed by Cochran the sample was computed for this study. Statistical analysis was used to determine the level of competencies of proficient and highly proficient Mathematics teachers. This will be treated using t-test and probability value and analysis of variance or ANOVA. It is shown that 82.14% of the total respondents are proficient teachers which is equivalent to 115. The remaining 17.86% of the total respondents are highly proficient teachers. Most of the teachers are teaching Mathematics for more than 10 years which is found to be 40.9% of their total number and equivalent to 47. Teachers who are teaching for 4-10 years are 36.5% that is equivalent to 42 while 22.6% of the teachers which is equivalent to 26 are found to be teaching for 0-3 years. Proficient and Highly proficient teachers assessed their competency level as moderately competent. All five indicators are at the level of integrating in terms of Observation Rating of Proficient and Highly Proficient Teachers. There is no significant difference on the level of competencies of proficient teachers under the domains Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, and Community Linkages and Professional Engagement when grouped according to their demographic profile. There is A significant difference in the observation rating of proficient and highly proficient teachers. This implies that the observation rating on proficient teachers is somehow different on the observation rating of the highly proficient teachers.
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