Competence of Senior High School Teachers in the Implementation of the Philippine Professional Standards or Teachers in Mandaluyong City Division

Abstract

The Philippine Professional Standards for Teachers (PPST) serves as a framework for ensuring quality teaching and professional development among educators in the Philippines. This study aimed to assess the level of competence of Senior High School teachers in the implementation of the Philippine Professional Standards for Teachers in the Mandaluyong City Division for the School Year 2024–2025. Specifically, it determined the level of competence across the seven PPST domains: 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.

The study employed a descriptive research design with Senior High School teachers and school heads as respondents. A questionnaire checklist adapted from Gepila (2019) served as the primary data-gathering instrument. The Average Weighted Mean was used to determine the level of competence, while the t-test was utilized to examine differences in perceptions between teachers and school heads at the 0.05 level of significance.

Findings revealed that the competence of Senior High School teachers in implementing the PPST was generally high across the seven domains. The results further indicated that there was no significant difference between the perceptions of teachers and school heads regarding teacher competence. Moreover, the problems encountered that affect teacher competence were rated as moderately serious.

The findings suggest that while Senior High School teachers demonstrate a strong level of competence aligned with PPST standards, certain challenges still influence professional performance. The results served as the basis for proposing an action plan aimed at further strengthening teacher competence and supporting continuous professional development.