The

Quality
of
Teachers
 Quality teachers in the Philippines need to possess the following
characteristics:

recognize the importance of

mastery of content knowledge
and its interconnectedness
within and across curriculum
areas, coupled with a sound and
critical understanding of the
application of theories and
principles of teaching and
learning.
The Quality of T achers
 Quality teachers in the Philippines need to possess the following
characteristics:

recognize the importance of provide learning

mastery of content
knowledge and its
interconnectedness within
and across curriculum areas,
coupled with a sound and
critical understanding of the
application of theories and
principles of teaching and
learning.
environments that are
safe, secure, fair and
supportive in order to
promote learner
responsibility and
achievement.

The Quality of T achers

 Quality teachers in the Philippines need to possess the following
characteristics:

recognize the importance of

provide learning
mastery of content
knowledge and its environments that are safe, establish learning
interconnectedness within secure, fair and supportive environments that
and across curriculum areas, in order to promote learner
coupled with a sound and responsibility and are responsive to
critical understanding of the
application of theories and
achievement. learner diversity.
principles of teaching and
learning.

The Quality of T achers

 Quality teachers in the Philippines need to possess the following
characteristics:

apply a variety of
assessment tools and
strategies in monitoring,
evaluating, documenting
and reporting learners’
needs, progress and
achievement.

The Quality of T achers

 Quality teachers in the Philippines need to possess the following
characteristics:

establish school-community
apply a variety of partnerships aimed at
assessment tools and enriching the learning
strategies in monitoring,
evaluating, documenting environment, as well as the
and reporting learners’ community’s engagement in
needs, progress and the educative
achievement.
process.

The Quality of T achers

 Quality teachers in the Philippines need to possess the following
characteristics:

value personal growth and

establish school-community
apply a variety of
partnerships aimed at
professional development
assessment tools and
strategies in monitoring, enriching the learning and exhibit high personal
evaluating, documenting environment, as well as the regard for the profession by
and reporting learners’ community’s engagement in maintaining qualities that
needs, progress and the educative
process. uphold the
achievement.
dignity of teaching such as
caring attitude, respect and
integrity
The Quality of T achers
 The Quality of Teachers

The global survey revealed

that out of 79 countries,
the Philippines ranked
lowest in reading
comprehension and second
lowest in both science and
mathematics.

https://www.pna.gov.ph/articles/1117072
The Quality of
Teachers

Gatchalian, also cited a Congressional

Commission on Education (EDCOM)
report which stated that
the is due to
, low quality of
students enrolled in teacher training,
and meager opportunities for
professional development.

https://www.pna.gov.ph/articles/1117072
 The Quality of Teachers

(The skills and knowledge of our students depend on the skills and
readiness of our teachers. To raise the quality of education in the
country, we need to examine the education and training that our
teachers get),”

the chairman of the Senate Committee on Basic Education, Arts and Culture said
https://www.pna.gov.ph/articles/1117072
CAPACITY
BUILDING
 CAPACITY BUILDING

Capacity Building-Activities-

refer to activities by which DepEd teaching and non-teaching personnel

obtain, -retain, and continuously improve their knowledge, skills, and
attitudes required to protect learners from all forms of abuse, violence,
exploitation, discrimination, bullying and other forms of abuse.

(Enclosure to DepEd Order No. 025, s. 2019)

 CAPACITY BUILDING

Pre- and in-service training of teachers will be

revisited to ensure that capacity-building programs
are up-to-date, agile, and responsive to emerging
skills and other needs.
RECRUITMENT
 RECRUITMENT

1 NEPOTISM in recruitment and ranking

involvement of principal and expert

teachers from different disciplines in the
ranking and hiring of teacher applicants
is important
(Peterson, 2002).
 RECRUITMENT

2. TOO DOCUMENT-BASED
EVALUATION OF QUALIFICATIONS,

The criteria for ranking are focused more on

the documents or papers submitted by the
applicants. “Interview is one of the
most interactive parts of the hiring process
and a potentially rich source of information
for the selection committees”
(Liu and Johnson, 2006)
 RECRUITMENT

3 POLITICS IN HIRING,

schools are getting financial support from the

LGUs and PGs. Teachers hired and funded by
them are known as local school
board teachers.
4. RANKING AND PERFORMANCE OVER LOCALIZATION.
the Localization Law may include the following provisions:

Firstly,
the distance of the
residence of the
qualified
applicant
4. RANKING AND PERFORMANCE OVER LOCALIZATION.
the Localization Law may include the following provisions:

Secondly,
Firstly, ranking of applicants
the distance of the in the RQA
residence of the may also be given
qualified weight even on the
applicant issues regarding
localization, so as not
to totally disregard
the ranks of the
applicants.
4. RANKING AND PERFORMANCE OVER LOCALIZATION.
the Localization Law may include the following provisions:

Secondly,
Firstly, Lastly,
ranking of applicants
the distance of the politicians may
in the RQA
residence of the not stick their
may also be given
qualified nose in the
weight even on the
applicant selection of
issues regarding
appointees.
localization, so as not
to totally disregard
the ranks of the
applicants.
 This system consists of policies and procedures
governing the application, evaluation, selection, and
appointment of Teaching
Positions in accordance with the Constitution of 1987,
the Administrative Code of 1987, and Civil Service
regulations.
EDUCATIONAL
TRAINING
 Challenges to Providing
Teacher Training

Insufficient duration of existing

CSE courses designed for in-service teachers.

Insufficient time for teachers to be away from their

schools for multi-day professional development
opportunities.

https://healtheducationresources.unesco.org/toolkit/challenges-providing-teacher-training
 Challenges to Providing
Teacher Training

Insufficient funding for teacher training

Limited access to computers and the Internet

https://healtheducationresources.unesco.org/toolkit/challenges-providing-teacher-training
MOTIVATION
 Motivation may mean different things to MOTIVATION
different people as people can be motivated by
various ways.
 Motivation may mean different things to MOTIVATION
different people as people can be motivated by
various ways.

Velez (2007)
conceptualizes motivation
as an inspiration or
encouragement of a
person to do his or her
best
Motivation may mean
different things to different
MOTIVATION
people as people can be
motivated by various ways.

Velez (2007) conceptualizes

motivation as an inspiration
or encouragement of a
person to do his or her
best In educational context,
Snowman et al. (2008)
define motivation as the
forces that lead to the
arousal, selection,
direction, and
continuation of behavior.
Motivation may mean
different things to different
MOTIVATION
people as people can be
motivated by various ways.

Velez (2007) conceptualizes

motivation as an inspiration
or encouragement of a
person to do his or her
best In educational context,
Snowman et al. (2008)
define motivation as the
forces that lead to the
arousal, selection,
direction, and
continuation of behavior.
 MOTIVATION

Colthan (2002) and Michaeloma (2002)

studies on teacher motivation in developing
countries indicates widespread low or decreasing
levels of motivation, resulting in lower quality
of education
 The documented MOTIVATION
causes of low
teacher motivation,
what this report
referred to as
threats to teacher
motivation can be
divided into eight
interconnected
categories:
The documented MOTIVATION
causes of low
teacher motivation,
what this report
referred to as 1. Workload and Challenges
threats to teacher 2. Remuneration and Incentives:
motivation can be
divided into eight 3. Recognition and Prestige
interconnected
categories: 4. Accountability
5. Career Development
6. Institutional Environment:
7. Voice
8. Learning Materials and Facilities
 MOTIVATION

WHAT IS YOUR MOTIVATION?