Examining Teaching Readiness and Performance for Beginning Teachers: Basis for Capability Building and Policy Determination

Abstract

This study examines the performance and preparedness of new teachers in public schools throughout the Division of Abra with laying the groundwork for initiatives aimed at enhancing capacity and developing evidence-based policies. Using an explanatory sequential design, the study investigates the effects of professional and personal profiles on teaching performance and readiness. With an emphasis on important facets of teaching competency, information was acquired from 175 respondents via surveys, interviews, and standardized assessment instruments.

Results show that beginning teachers are highly prepared in terms of classroom management, communication, and affective relational knowledge, demonstrating their capacity to create orderly and encouraging learning environments. They also meet the Philippine Professional Standards for Teachers (PPST) in terms of professional engagement, pedagogy, and content knowledge. Nonetheless, the use of differentiated instruction and technological competence were identified as areas in need of improvement. These disparities underscore the necessity of focused professional development initiatives and improved mentorship programs.

A significant correlation was found between the readiness and performance levels of teachers and their profiles, which included years of experience, educational background, and teaching assignments. More extensive professional and academic backgrounds were associated with greater performance and readiness among teachers. Despite this, the study found that beginning teachers encountered difficulties in integrating technology into the classroom, meeting the diverse needs of their students, and having limited access to resources.

The study emphasizes the significance of strategic interventions like mentorship programs, ongoing professional development, and enhanced induction systems in order to increase teacher effectiveness. Training courses on technology integration, differentiated instruction, and classroom innovation are among the suggested projects. Stronger ties between educational institutions, fair resource distribution, and matching teacher preparation programs to industry needs are all highlighted in policy recommendations.

By addressing fundamental gaps in teacher performance and preparation, this research adds to the larger educational landscape. It supports inclusive and equitable quality education through highly qualified and accomplished teachers, which is in line with the Sustainable Development Goals, especially SDG 4 (Quality Education) and SDG 10 (Reduced Inequality). In order to guarantee long-term gains in student learning outcomes and overall educational quality, the insights and recommendations provided are intended to improve the teaching profession in Abra.