International Journal of Advanced Multidisciplinary Studies

INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES
IJAMS Volume 1, Issue 2, ISSN: 2782-893X
Philippine Professional Standards for Teachers (PPST)

Implementation Towards Determining Teachers’ Performance and
Competence
NORA G. AMARANTE
Paradise Farms National High School,
City Schools Division of San Jose del Monte City, Department of Education
nora.amarante@deped.gov.ph
ABSTRACT
Teachers are expected to perform to the best of their abilities to deliver their mandate in
class – and that is teaching. And what better way to do this is make sure that they have the
appropriate skills to do so. Oftentimes, teachers tend to overdue or underdo their job because they
feel in either way, their efforts are never given due credit. On one hand, credits should be the least
of their priorities because the better credit should be manifested with the kind of products they
eventually produce. On the other hand, teachers might be correct in thinking that they should be
acknowledged in one or the other with the kind of service they in their classes. Hence, this study
on the extent of the PPST implementation in so far as determining teachers’ competence and
performance is but appropriate as the focal subject of all the many a different kind of evaluation
tools in the past through the present to really determine the expertise of teachers in performing
their job. Such matrices are geared towards exacting domains in teaching that needed to be
addressed and scored/rated. The kind of 21st century learners that teachers have nowadays become
the clientele they have to cater with very well-prepared lesson plans. Such is the issue in the current
study. The researcher intends to find out what competencies’ teachers must look into or focus on
so that they are able to address their own mishandling of their jobs, as the case maybe to get the
kind of acknowledgment they wish to attain. Teachers must learn to rate themselves accordingly
whether or not they are performing the competencies in the PPST matrix to say that they really are
competent or proficient.
KEYWORDS: Teacher Evaluation Too, Performance Domains, Teaching Competence,
PPST Implementation
Introduction
Teachers play a vital role in enhancing the quality of the teaching and learning situations.
They are tasked to perform an all-important role of making the future members of the society self-
sufficient. Some of the better claims to assess that a teacher functions with utmost diligence of
their mandated tasks are fostering positive interactions among students by using effective social
skills; developing self-discipline and accountability; maximizing academic learning time through
Copyright © 2021 IJAMS, All right reserved

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coherence, momentum and transitions; setting high expectations, urgency and determination; and
adapting lessons to explore teachable moments to correct misinterpretations. These and more are
some of the qualifying factors that make up an excellent educator. However, there are also other
factors affecting the levels of performance and proficiency of teachers in schools and in the varied
educational systems that are necessary foci of specific fields of research that would render
important to introduce changes or reforms in and outside of the classroom and other learning
institutions including the national educational system of the country (Vallera, 2012).
It is believed that teacher quality, efficiency, competence and performance rank the
foremost in the many educational reform efforts toward quality education. There have been too
many matrices to assess efficiency, competence, and performance of teachers in the past. These
rubrics and matrices constitute indicators for teacher evaluation. (Sawchuk, 2013). There is a
struggle though, as many observers say in terms of accurately assessing teacher performance and
that concerns giving correct feedback and tools for their improvement. Thus, teacher-evaluation
should generate appropriate guide for their professional growth and development. (Delaware
2013).
On the other hand, when we say teacher competence is an assessment that supports learning
and is critical for student development, teacher evaluation that focuses on providing accurate
evidence of practice and supports improvement as central for teachers’ development. To guarantee
an efficient educational system, effective evaluation and supervision of teacher performance are
necessary. However, the evaluation of teacher performance presents two major problems: first, no
clear definition or measure of effective teaching exists, and second, evaluation is perceived to have
conflicting purposes, either as a stimulus to teacher improvement or as a basis for advancement,
retention, or dismissal. Accordingly, this study reviews contemporary issues that bear on teacher
evaluation, recommends evaluation procedures, and provides guidelines for effective instructional
leadership.
Teacher performance evaluation plays a key role in educational personnel reform, so it has
been an important yet difficult issue in educational reform. Previous evaluations on teachers failed
to make strict distinction among the three dominant types of evaluation, namely, capability,
achievement, and effectiveness. This paper suggests that teacher performance evaluation should
find its theoretical foundation in teacher performance constructs. After making literature review,
critical case study, critical interview, and qualitative research review, the author proposes as
assessment of teacher performance based on existing evaluation matrix and make necessary
analysis for the construct of reliability and validity in empirical approaches.
Moreover, Secretary Leonor Briones of the Department of Education signed the Philippine
Professional Standards for Teachers (PPST) into policy through DepEd Order No. 42, s. 2017. The
policy states, among others, that the PPST “shall be used as a basis for all learning and
development programs of teachers.” This policy commits DepEd into helping and supporting its
teachers for their continuing professional development. The development of the Philippine

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Professional Standards for Teachers (PPST) with the support of the Australian government through
its BEST Program came into its establishment in 2013 and was ratified and validated in its fullest
extent in 2016. It has well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice and effective engagement. The PPST will ensure
teachers to be properly equipped to effectively implement the K to 12 program. DepEd shall be
primarily responsible for the formulation of policies that improve the standards and system of
teacher education. On October 5, 2017, two months after the signing of DepEd Order No. 42 into
policy and during the opening of the National Teachers Day celebration in Legaspi City, Secretary
Briones issued a statement that the role of implementation of PPST as a reform agendum came at
a perfect time when the Department of Education was instituting improvements to respond to the
changing landscape in education. Furthermore, she explained that the new standards will enable
the department to achieve a kind of teacher quality that is well aligned with new requirements
triggered by the K to 12 reform, ASEAN integration, globalization and the evolving character of
the 21st century learners. The PPST provides a new platform to empower teachers to reflect on
and assess their own practices as they aspire for personal growth and professional development, a
challenge teachers and school administrators faces nowadays.
Research Questions
This study attempts to determine the extent of PPST implementation and teachers’ level of
competence and performance in the selected schools in the three divisions of Bulacan. Specifically,
it seeks to answer the following questions:
1. What is the extent of PPST implementation based on teaching standard competence as
assessed by the two groups (Master Teachers and Teachers I-III) respondents in terms
of:
1.1 Acceptability;
1.2 Objectivity;
1.3 Timeliness?
2. Is there a significant difference in the assessment of the two groups of respondents on
the extent of the PPST implementation on teaching standard competence?
3. What is the level of competence of teachers in terms of the PPST-RPMS teaching
performance domains as assessed by the two groups of respondents in terms of:
3.1 Competence in Personal and Professional Development;
3.2 Competence to the Teaching Profession as a Career;
3.3 Competence in Creating a Child-Friendly School Community;

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3.4 Competence in Collaborative Endeavours with Colleagues; and

3.5 Competence in Establishing Stakeholders’ Involvement in Improving the School
Environment?
4. Is there a significant difference on the assessment of the two groups of respondents on
the level of competence of teachers based on teaching performance domains?
5. What is the level of performance of teacher respondents based on their IPCRF for the
past three years?
6. Is there a significant relationship between the level of competence and performance of
teacher respondents?
7. How may the findings of the study be utilized for a proposed mentoring and coaching
plan for teachers?
Literature Review
The 21st century teaching focuses on teaching standards or standards of teaching practice
(Beck et al., 2002; CEPPE, 2013) which define what teachers and school leaders should be able to
do (Cho & Kwon, 2004; CEPPE, 2013). Therefore, teachers are placed at the center of the school
in the teaching standards (Beck, et al., 2002). Moreover, teaching quality is widely recognized as
the single most important factor affecting student learning outcomes (CEPPE, 2013). Hence, the
attributes of highly effective teaching must be aimed to produce a common point of reference for
effective practice in teaching and learning (Rasool, et al., 2017). In the Philippines, the K to 12
Basic Education Curriculum was launched in 2012 (D. O. No. 31, 2012). This major change has
consistently pursued teacher quality reforms.
The Philippine Professional Standards for Teachers (PPST) formerly the National
Competency-Based Teacher Standards (NCBTS) (D. O. No. 32, 2009) was established as a
framework of teacher quality (D. O. No. 42, 2017). In view of this study, the question on the
practicability and effectiveness of PPST as a response to the 21st century learning shall be used as
a ground or basis whether teachers employed in the private schools also observe and maintain the
same standards. Relatedly, Pandan Bay Institute, a Catholic diocesan school, has experienced a
great challenge regarding faculty retention and faculty turnover that make the quality of education
become an issue. To address this concern, the diocesan school annually administers its Teacher
Performance Evaluation instrument as a quality standard system to sustain teacher quality.
In the K to 12 Program of the Department of Education (DepEd), this is the quality
assurance instrument assessing the competence of teachers in line with the national educational
standards. Through this instrument, the teacher will be able to cultivate his or her ability to identify
students’ particular learning styles, intelligences, strengths and weaknesses (P21 Framework for
21st Century Learning, 2015). The performance of teachers is vital toward the achievement of

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educational success, thus the need to keep the teachers abreast of the dynamic teaching standards
arises. Therefore, the role of teachers becomes dynamic (Hanif, Tariq & Nadeem, 2011).
Competency has been defined as an individual’s demonstrated capacity to perform, i.e. the
possession of knowledge, skills, and personal characteristics needed to satisfy the special demands
or requirements of a particular situation (Eric, 1979) in consonance with the definition provided
by Weber’s Dictionary online, saying that competence is the ability to do something well,
measured against a standard, especially the ability acquired through experience or training. With
respect to standards, they are rules, principles, or criteria by which levels or degrees of adequacy,
acceptability, quantity, quality, or value are measured or judged.
Bloom (2009) explains that educational components of competence include cognitive
domain, psychomotor domain, and affective domain that can be equated with knowledge, skills,
and attitude. Therefore, based on the definitions above, one could conclude that the competence
of a teacher is the possession of the necessary knowledge, skills, and attitudes (the recognitions of
the value, functions and roles of information) to effectively apply to teaching in order to collect,
analyse, assess, organize and synthesize information for solving problems encountered as they
practice teaching.
Competency standards are the expected professional abilities and skills a teacher should
develop through their initial training according to the National Council on Measurement in
Education, Washington, DC. 2012. And as they continue to grow and develop in their professional
service and practice, such as participation in induction and on-going in-service education and
training, they become capable. Teachers' professional competence—their professional knowledge,
skills, beliefs and motivation—is a critical predictor of teachers' professional well-being and
success.
According to the American Federation of Teachers, Washington DC in 2012, the
assessment competencies set forth in this monograph are knowledge and skills critical to a teacher's
role as an educator. It is suggested that the seven standards described as essential for educational
assessment of students be incorporated into future teacher training and certification programs.
In a parallel study by Gascho 2015, she said that one competence in teaching standard is
timeliness. In order to have a successful updating on the part of the teacher, the administration,
school, and parents must all have a mutual understanding of every form of the communication to
be used. To achieve this, the whole system may include three criteria such as product, progress,
and process. The product may include the following: grades are made available to the students,
parents, and administration, access to the student’s personal folder, request from the parents or
guardians upon e-mail, phone call, or conference, parent-teacher conference. The objective is to
have these grades available to the parents, administration, or students at any time. Progress may
include the following: marks are made available to the students, parents, and administration,
sending of report cards; parent-teacher conferences, feedback is given to a student, individual

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student-teacher conferences, request from the parents or guardians upon e-mail, phone call, or
conference.
In a simplified sense, according to Vanderbilt Education Centre for Teaching Excellence
2016, this framework consist requirements to achieving timeliness in a standardized teaching set-
up: Report Cards, Phone Calls to Parents/Guardians, E-mails to Parents/Guardians, Feedback On
Assignments and Assessments, Parent-Teacher Conferences, Student-Teacher Conferences,
Student Progress Chart, and any Required Reporting to the Administration.
Needless to say, Sparks (2016) believes that while timeliness is a concept in teaching and
while the popular media often portray good teachers as charismatic “sages on the stage,” skilled
teaching is a sophisticated cognitive process in an intensely interpersonal environment whose most
fundamental activities are less dramatic and often invisible to the casual observer.
Methodology
The study employed the descriptive-comparative approach to determine the extent of PPST
implementation in terms of teaching standards competence and the level of teachers’ competence
in terms of teachers’ competence performance domains. Likewise, it was also used to determine
the significant difference in the extent of the PPST implementation in terms of teaching standards
competence and the level of teachers’ competence in terms of teachers’ competence performance
domain. According to Given (2007, cited by Ondoy, 2018), descriptive research designs help
provide answers to the questions of who, what, when, where, and how associated with a particular
research problem; a descriptive study cannot conclusively ascertain answers to why. Descriptive
research is used to obtain information concerning the current status of the phenomena and to
describe "what exists" with respect to variables or conditions in a situation. On the other hand, a
correlational research design was used to assess the relationship between level of competence of
teachers based on competence performance domains and performance of teachers based on their
IPCRF for the past three years 2016 to 2019.
Respondents
The respondents of the study were 40 Master teachers and 280 Teachers I-III coming from
Region III in the province of Bulacan specifically from the SDO’s of Malolos City, Meycauayan
City, and City of San Jose del Monte for the School Year 2019 - 2020. In the study, public
elementary, junior high school and senior high school teachers who have been in DepEd for at
least 3 years and above were considered in the study. The respondents in the study comprise the
following: from the Division of Malolos City, there were 12 Master teachers, all coming from the
elementary school, and 136 Teachers I-III, all coming from the elementary school, too; from the
Division of Meycauyan City, there were 11 Master teachers – 5 from the junior high school, 5
from the elementary school, and 1 from the senior high school and 61 Teachers I-III – 30
elementary school, 25 junior high school and 6 from the senior high school ; and from the Division
of San Jose del Monte City, there were 17 Master teachers - 9 from the elementary school, 6 from

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the junior high school, and 2 from the senior high school; and 103 Teachers I-III – 75 from the
elementary school, 25 from the junior high school, and 3 from the senior high school.
Sampling Methods
In consideration of the total number of respondents considered for every division, the
researcher opted to employ purposive sampling technique. Purposive sampling, (Gilles, 2017) also
known as judgmental, selective, or subjective sampling, is a form of non-probability sampling in
which researchers rely on their own judgment when choosing members of the population to
participate in their study. The researcher used the purposive sampling in the study to secure a
controlled data collection as well as interpretation pertaining the commonalities or differences of
answers by said sample population. More so, it will be very convenient on the part of the researcher
to make sure that the date to be collected are all coming from the same nature or groups. The
respondents are carefully chosen in accordance with the number accorded by the members of the
panel during the pre-oral defense. Teacher-respondents are chosen from among the public school
teachers from all levels of the basic education – elementary, junior and senior high schools.
Instruments
The study used a researcher-made modified standardized questionnaire as means of data
gathering. For Part I the extent of the PPST implementation of the teaching standard competence
lifted from the RPMS-IPCRF assessment tool consisting of the following indicators: Content,
Knowledge & Pedagogy, Learning Environment and Diversity of Learners, Curriculum Planning
and Assessment & Reporting were assessed in terms of acceptability, objectivity and timeliness.
On the other hand, Part II of the questionnaire adapted from PPST-RPMS teaching performance
domains assessed the level of competence of teachers in terms of the following domains:
Competence in Personal and Professional Development; Competence to the Teaching Profession
as a Career; Competence in Creating a Child-Friendly School Community; Competence in
Collaborative Endeavors with Colleagues; and Competence in Establishing Stakeholders’
Involvement in Improving the School Environment. Part III of the questionnaire determines the
rating of performance of teacher respondents based on their IPCRF for the past three school years
2016 to 2019. The first draft was presented to the adviser for his comments, suggestions and
feedback and was all accounted for. The final draft was then presented for finalization and
approval of the adviser. In addition, informal interview was conducted to gather in-depth
understanding of the teachers’ needs for improving their performance and competence through
mentoring and coaching. The data gathered in the actual interview were arranged in accordance to
the manner of presentation.
Data Collection Procedure
The data from the study were gathered using documentation procedure. Upon the approval
of the final draft of the questionnaire by the research adviser, the researcher wrote a letter to the
Regional Director, Region III for approval to conduct a research study among public school master

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teachers and teachers I-III at the Divisions of the City of Malolos, City of Meycauayan and City
of San Jose del Monte
The researcher submitted a letter to the School Division Superintendent (SDS) of the
subject division with the attached research questionnaire for their endorsement on the subject
schools. The researcher personally administered the floating of questionnaires and its retrieval.
Likewise, the researcher also asked respondents through an interview on additional insights to
gather in-depth understanding of particular context or setting as to the level of the respondents’
awareness on their competence and performance in relation to the study conducted.
The accomplished questionnaires were then sorted and the responses gathered were
tabulated and tallied. The summary of data was then submitted to the statistician for statistical
computation. The statistical tool used were weighted mean to determine the extent of the PPST
implementation in terms of acceptability, objectivity and timeliness using the teaching standard
competence indicators and the level of competence of teachers in terms of teaching performance
PPST domains. The inferential statistics employed was t-test for independent samples to evaluate
the differences on the assessment of the two groups of respondents. In addition, the relationship
between the levels of competence and performance of teacher respondents was also determined
through the utilization of Pearson product moment of correlation. The computed data was then
subjected for interpretation and analysis by the researcher in relation to the study conducted.
Data Analysis
A. Significant Difference in the assessment of the two groups of respondents on the
extent of the PPST implementation in terms of Acceptability, Objectivity and
Timeliness
Table 14: Difference in the assessment of the two groups of respondents on the extent of
the PPSTImplementation in terms of Acceptability
N1 N2 SS1 SS2 Computed Critical Decision Interpretation

t- value t- value
2.43 2.28 0.047 0.448 2.4510 1.717 Reject Ho There is a
significant
difference
Level of significance: 0.05. df=22
Since the calculated value of t (2.4510) is greater than the critical t value of (1.717), the
null hypothesis is rejected, thus, there is a significant difference between the assessment of the two
group of respondents on the extent of PPST implementation in terms of acceptability of the
teaching standard competence.

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It is evident that the teachers’ assessment compared to the Master teachers’ assessment on
the extent of the PPST implementation is higher in terms of acceptability. Capacity building
measures could be the answer to this gap as cited in the study conducted by Deri et. al. (2017) and
they said that people learn in different ways and to different extent. It provides the teacher and the
learner ideas of the important areas that should be given enough attention to acquire authentic and
life-long learning. In the current generation, the attention span of the learners is too short and
retention rate of new information lessen over time.
the PPST Implementation in terms of Objectivity

t- value
t- value
2.45 2.48 0.015 0.016 -2.0667 1.717 Accept Ho There is no

significant
difference
Shown on Table 15 is the significant difference in the assessment of the two groups of
respondents on the extent of the PPST implementation in terms of objectivity. Since the calculated
value of t (-2.0067) is lesser than the critical t value of (1.717), the null hypothesis is accepted,
thus, there is no significant difference between the assessment of the two groups of respondents
on the extent of PPST implementation in terms of objectivity of the teaching standard competence.
Since the resulting value accepted the null hypothesis and that no significant difference is
manifested between the assessment of the two groups of respondents on the extent of the PPST
implementation in terms of objectivity, it could be inferred that both groups do not have issues or
objection to the indicators therein lie as regards the objectivity of the implementation of the PPST.
As mentioned by Deri et. al. (2017), the Teacher Education Program in the Philippines provides
students with the necessary competencies that could adequately meet the demands of the learning
environment in the K-12 Basic Education Schools. CMO 30, s, 2004 [3] mandates that teacher
education students should be equipped with the learning experiences and requires the one-unit
Experiential Learning Courses (ELC) known as Field Study (FS).

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the PPST Implementation in terms of Timeliness

t- value t- value
2.43 2.39 0.061 0.227 0.9208 1.717 Accept There is no
Ho significant
difference
Depicted on Table 15 is the significant difference in the assessment of the two groups of
respondents on the extent of the PPST implementation in terms of timeliness. Since the calculated
value of t (0.9208) is lesser than the critical t value of (1.717), the null hypothesis is accepted, thus,
there is no significant difference between the assessment of the two groups of respondents on the
extent of PPST implementation in terms of timeliness of the teaching standard competence.
The resulting values show that the two groups of respondents are not affected at all by the
PPST implementation in terms of timeliness. The competence of teachers is manifested by their
adherence to the set guidelines of the Department of Education in so far as the teacher evaluation
matrix is concerned. In the study of Deri et. al. (2017), the need for emphasizing and specifying
important tasks and learning areas for competency development can be satisfied with good and
substantial learning resources.
B. Significant difference on the assessment of the two groups of respondents on the level
of competence of teachers based on the PPST-RPMS teaching performance domains
Table 23: Difference in the assessment of the two groups of respondents on the
Competence in Teaching Performance in terms of Personal and Professional Development

t- value t- value
2.47 2.30 0.015 0.041 3.1758 1.860 Reject There is a
Ho significant
difference

In the light of the results presented on Table 23 as regards competence of teacher
performance in terms of personal and professional development, a study of the same nature
explains that competencies are the skills and knowledge that enable a teacher to be successful.
Research confirms this common perception of a link and reveals that of all factors under the control
of a school, teachers are the most powerful influence on student success (Babu et. al. 1996). This
enables students to experience success and keeps them enthused at learning more. Therefore, it

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appears that it is a must for teachers to be on top of the required skills needed to become competent
in the field of teaching.
Competence in Teaching Performance in terms of Teaching Profession as a Career
t- value t- value
2.50 2.57 0.012 0.015 -1.6894 1.860 Reject There is a
Ho significant
difference

Based on the data gathered, to determine if there is a significant difference on the
assessment of the two groups of respondents at a level of significance (α) set at 0.05 and degree of
freedom (df) at 8, mean (n1) of teacher assessment was 2.50 and the sum of the squares (ss1) was
0.012 while for master teacher respondents’ mean (n2) score was 2.57 and the sum of the squares
(ss2) was 0.015, the computed t-value was -1.6894. Since the calculated value of t (-1.6894) is
lesser than the critical t value of (1.860), the null hypothesis is rejected, thus, there is a significant
difference between the assessment of the two groups of respondents on the level competence in
Teaching Performance in terms of Teaching Profession as a Career. Since there is a significant
difference in the assessments of the two groups of respondents on teaching as a career, it must be
noted first and foremost that a career in education is uniquely challenging, yet rewarding.
According to a research conducted by Slimer (2016), prospective teachers should be patient, calm,
and detail-oriented, with an ability to clearly communicate information in the classroom. That is
why public school teachers must have a degree and be certified or licensed by the state in which
they teach.
Competence in Teaching Performance in terms of Creating a Child-Friendly School
Community
t- value t- value
2.33 2.54 0.012 0.017 -5.5118 1.860 Accept There is no
Ho significant
difference


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(ss2) was 0.017, the computed t-value was -5.5118 Since the calculated value of t (5.5118) is
lesser than the critical t value of (1.860), the null hypothesis is accepted, thus, there is no significant
Teaching Performance in terms of Creating a Child-Friendly School Community.
In the foregoing results on Table 25, the assessment of the two groups of respondents are
but on the same level, meaning both groups value creating a child-friendly school environment to
the learners first and foremost. Therefore, none between the two groups believe otherwise on the
all-important consideration to creating a child-friendly school community. As a matter of
definition, according to Zaragoza (2014) a child-friendly school (CFS) is a democratic
environment based on children's rights, where all students are accepted, teaching-learning
processes are organized according to children's interest needs, health, safety and protective
measures are taken for children and gender-based discrimination is not provided.
Competence in Teaching Performance in terms of Collaborative Endeavor with Colleagues
t- value t- value
2.43 2.50 0.45 0.027 -1.100 1.860 Reject There is a
Ho significant
difference
(ss2) was 0.027, the computed t-value was -1.100 Since the calculated value of t (-1.100) is lesser
than the critical t value of (1.860), the null hypothesis is rejected, thus, there is a significant
Teaching Performance in terms of Collaborative Endeavors with Colleagues. In view of the
foregoing results, it can be inferred that since there is a significant between the assessments of the
two groups of respondents in terms of collaborative endeavors with colleagues. According to Grant
(2017) when teachers collaborate, the interests, backgrounds and strengths of each teacher can
contribute to a project.

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Competence in Teaching Performance in terms of Establishing Stakeholders’ Involvement
in Improving the School Environment
t- value t- value
2.30 2.36 0.021 0.042 -1.2121 1.860 Reject
Ho There is a
significant
difference
Based on the tabulation above, the calculated value of t (-1.2121) is lesser than the critical
t value of (1.860), the null hypothesis is rejected, thus, there is a significant difference between the
assessment of the two groups of respondents on the level competence in Teaching Performance in
terms of Collaborative Endeavors with Colleagues. Bleisse (2013) illustrated in her paper the
reason why other stakeholders should be involved in in school improvement projects. She said that
a school cannot stand alone in observing policies as to their implementation by itself. Meaning,
the job is not solely for the people within the school but also with others surrounding the school
like the local government and benefactors who could assist in many a different ways to improve
the public schools.
C. Level of Performance of Teacher-Respondents based on their IPCRF for the past
Three (3) years
Table 28: Performance Rating in IPCRF of Teacher-Respondents

Performance School Year School School Year Average Numerical
Rating 2016-2017 Year 2018-2019 Rating
f % 2017-2018
f %
Satisfactory 12 4.29 2 0.71 0 3.39
Very Satisfactory 268 95.71 275 98.21 276 98.57 4.03
Outstanding 0 3 1.09 4 1.43 4.55
Total 280 100.00 280 100.00 280 100.00
Considering the data gathered, for school year 2016-2017, the performance rating of the
280 teacher respondents on their IPCRF shows that, there were twelve (12) or 4.29 percent of the
teacher respondents’ performance was “Satisfactory”, while two hundred sixty-eight (268) or
95.71 percent of the respondents acquired a “Very Satisfactory” performance rating and none of
the respondents acquired an outstanding performance rating. It shows that majority of the
respondents posed a performance rating of very satisfactory.
On the other hand, for school year 2017-2018, 2 two (2) or 4.29 percent of the teacher
respondents obtained a performance rating of “Satisfactory”. Meanwhile, there were two hundred
seventy-five (275) or 98.21 percent received a rating of “Very Satisfactory”. More so, there were

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three (3) or 1.09 percent of the respondents posed a performance rating of “Outstanding”.
Meanwhile, there were two hundred seventy-six (276) or 98.57 percent of the teacher respondents
acquired a performance rating of “Very Satisfactory”. On the other hand, there were four (4) or
1.43 percent of the respondents received a performance rating of “Outstanding”. It shows that for
the mentioned school year, majority of the respondents were very satisfactory.
Consequently, the average numerical rating acquired by teacher respondents for
“Satisfactory” performance was 3.39. On the other hand, for “Very Satisfactory” the average rating
was posed at 4.03 and for “Outstanding” performance the average numerical rating acquired was
4.55. The said performance rating shows that teacher respondents’ performance was Very
Satisfactory and surpassed the necessary and required performance they need to exhibit. Based on
the foregoing result of performance ratings of teachers in the past 3 years using the IPCRF as
evaluation tool, there is a manifest improvement in the performance of said respondents for every
school year.
D. Significant Relationship between Job Commitment and Performance Rating of
Teacher Respondents for the Past Three (3) Years
Table 29: Relationship between Level of Competence and Performance of Teacher

Respondents
X Y Strength of Computed Critical Decision Interpretation
association rxy value rxy value
Low 0.222
18 28 Positive 0.250 Accept There is no
Correlation Ho significant
relationship
Apparent in the results presented on Table 29, is the non-existence of significant
relationship between the levels of competence and performance of teachers. Hence, it may be
analyze that the teachers’ competence have nothing to do with performance. Teachers perform
their mandate as far as keeping with their job descriptions’ requirements is concerned. According
to Verschaffel (2000), although all the separate conceptions of teaching performance covers some
aspects of teacher competence, none of them fully describes or explains what competent teaching
is.
As explained by Doyle (1983), first, the component performance ‘actions’ refer to
professional activities, e.g. delivering instruction, providing feedback to students, and creating a
cooperative classroom atmosphere. Second, any teacher activity that takes place within a specific
context in which a teacher has to make many decisions, on a long-term basis (planning ahead) or
immediately within a classroom situation.

375
Conclusion
In view of this study, the following conclusions were made:
1. The extent of the PPST implementation as assessed by the two groups of respondents in
terms of acceptability, objectivity and timeliness shows that objectives and domains are indeed
acceptable, objective and timely; hence, it can be concluded that both teachers and master
teachers adhere to all the objectives and domains therein provided in the PPST implementation.
2. Since the resulting data revealed that there is a significant difference in the assessment of
the two groups of respondents on the PPST implementation, this can be concluded as having
an effect with the teaching standard competence of the teacher-respondents.
3. The level of competency of the teacher-respondents in so far as the 5 PPST-RPMS teaching
performance domains are concerned reveal that the teachers and master teachers give premium
to personal and professional development as this will help them be promoted for a higher
teaching position; also in terms of valuing teaching as a career where they must feel the worth
of being an educator; collaborative endeavors with colleagues will remain essential as there
are tasks in school which needs teamwork; creating a child-friendly school community is also
one of the all-important task teachers must perform as this goes with their mandate; and lastly,
making stakeholders become involve in school community improvement will benefit not only
the school but also first and foremost, the learners and teachers alike.
4. The resulting data showed a significant difference on the level of assessment of the two
groups of respondents on the level of competence of teachers based on the performance
domains. Therefore, it can be inferred that teacher competence has a direct effect on teacher
performance. In other words, when teachers manifest competence, their performance also is a
manifest effect.
5. As revealed in the data gathered, since there was an ascending trend of teacher-respondents
who are slowly getting very satisfactory to outstanding ratings from SY 2016 up to 2019, it
can be concluded that the teachers are becoming aware of their ratings and maybe they feel
that they have a tall order to better themselves in teaching so that they will get outstanding
ratings from now and in the future.
6. However, it is revealed in the study that there is no significant relationship between the
levels of competence and performance of the teacher-respondents. It may probably be
attributed to the fact that teachers, as far as they are concerned, believed that their competence
as teachers do not affect, in any way, the kind of performance they do in class.

376
References
Braslow, Kent O. “ Standardized Assessment and Evaluation for Teachers” Department of
Education Procedures and Guidelines USA. 2013.
Delaware, Nancy L. “Professional Growth and Development among Teachers” Harvard Review.
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Gascho, Reselle J. “Teaching Assessments Tools”, Dreyfus Primary School Salem,
Massachusettes, USA. 2015.
Hein, Allain T. “Theory of Modern Constructivism”, Wellington Books. London Press Ltd. 1991.
Melsh, Summer L. “Assessment on Students’ Learning”. Clevedon School in Auckland, New
Zealand. 2017.
Mulder, Christian, “The Difference between Competence and Competency” A Scholarly Paper
presented in the National Teachers’ Conference on Research Platforms in the 21st Century
Learning. Pennsylvania, USA. 2016.
Rasool, Claire P. et. al. Effective Practice in Teaching and Learning”, Articles on Modern Reviews
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INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES

IJAMS Volume 1, Issue 2, ISSN: 2782-893X

Philippine Professional Standards for Teachers (PPST)

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3.4 Competence in Collaborative Endeavours with Colleagues; and

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N1 N2 SS1 SS2 Computed Critical Decision Interpretation

Level of significance: 0.05. df=22

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N1 N2 SS1 SS2 Computed Critical Decision Interpretation

2.45 2.48 0.015 0.016 -2.0667 1.717 Accept Ho There is no

Level of significance: 0.05. df=22

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N1 N2 SS1 SS2 Computed Critical Decision Interpretation

Level of significance: 0.05. df=22

N1 N2 SS1 SS2 Computed Critical Decision Interpretation

Level of significance: 0.05. df=8

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Level of significance: 0.05. df=8

Level of significance: 0.05. df=8

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Table 28: Performance Rating in IPCRF of Teacher-Respondents

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Table 29: Relationship between Level of Competence and Performance of Teacher

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