April Capulong

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MARINDUQUE STATE COLLEGE

GRADUATE SCHOOL 1
Extension of Graduate Programs to Quezonian Educational College Inc.
Atimonan, Quezon
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS RESULTS-BASED
PERFORMANCE MANAGEMENT SYSTEM AND THE TEACHERS’ COMPETENCE
IN SCHOOLS DIVISION OF QUEZON: BASIS FOR TEACHER PROFESSIONAL
PROGRAM
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Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter provides an overview of the study, providing important background
information and highlighting major subjects that are important to many people in the education
industry. This also provides as a preview of the study's findings.
Introduction
The traits, character, qualifications, and professional skills of teachers are the foundations
upon which successful national education is finally built. It is therefore critical to capitalize on
building and increasing teachers' competency in order to better transform and effect change not
only in the lives of learners but also in society at large. Several educational research studies have
attempted to analyze the characteristics of a successful and good teacher (Gepila, 2020).
However, there are a few that lack the depth and breadth of competences, which should be fully
considered. Rather of contemplating a viable and holistic framework, some frameworks narrowly
give requirements that are neither coherent or practical; thus, a more appropriate set of standards
must be adopted. In this situation, a few frameworks have been compiled and expounded on
below in order to shed light on the factors that were assessed by a technical panel comprised of
practitioners in the field of education who teach a variety of curriculum areas.
There are three components that must be examined: teachers' cognitive, emotional, and
practical skills (San Buenaventura, 2019). These factors provide a comprehensive picture of
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teachers' characteristics. Cognitive competences involve the teacher's self-cognitive, learner
cognition, and teaching-learning process cognition. Emotional skills, on the other hand, are
based on interests, values, and attitudes, which assisted to improve instructors' personal
effectiveness. Finally, practical competency relates to a teacher's ability in actual, academic, and
collaborative interactions with students, classrooms, schools, and society.
These teachers' competencies must include effective development and assessment of
various thinking skills, adoption of new ideas for teaching methods, effective classroom
management that allows for proper communication between them and their students, integration
of ICT into teaching, improved research skills, and proficiency in academic evaluation (Xu &
Ye, 2014).
Everyone can be a teacher, but only a few are competent and possess the attributes
required to be an effective teacher. The question now is, "How can I become a good teacher?"
The Philippines Professional Standards for Teachers (PPST) created a teacher rating mechanism
called the Results-Based Performance Management System (RPMS), which was recently passed
into law by the Department of Education under DepEd Order No. 42, s. 2017. Last school year,
2018-2019, was the first time such a rating mechanism was used, which confused my colleagues.
Teachers found it difficult and challenging because there are numerous obstacles to achieving
and fulfilling the essential outputs in each target when considering the daily routine or duty of
teachers.
According to Lacayanga (2021) it is necessary to state that a student nowadays learns and
receives the best education in school because the government has established criteria that force
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different administrations to choose the best and most qualified teacher applicants. To be eligible
to teach, the teacher must first complete an online application and meet specific criteria. During a
teacher's tenure, the government required every administrator to assess the teacher's performance
using a program known as the Results-Based Performance Management System (RPMS).
The Philippine Professional Standards for Teachers (PPST) have been created and
publicly validated to complement reform activities on teacher quality. Department of Education
(DepEd) Secretary Maria Leonor Briones signed this into policy as DepEd Order No. 42, s.
2017. The PPST defines teacher quality through well-defined domains, strands, and indicators
that provide measures of professional learning, competent practice, and effective involvement
across all stages of a teacher's career.
This paper is a public declaration of professional accountability that can assist teachers in
reflecting on and assessing their own practices as they strive for personal and professional
development. The DepEd enacted Order No. 2, s. in 2015. 2015 — "Guidelines for the
Establishment and Implementation of the Results-based Performance Management System
(RPMS) in the Department of Education," in response to Civil Service Commission
Memorandum Circular No. 06, s. 2012 or the Strategic Performance Management System
(SPMS) to ensure that staff perform efficiently, on time, and with high quality. The
recommendations outline the techniques, criteria, and processes for setting performance goals,
monitoring, evaluating, and planning future progress.
The RPMS assures that work activities are directed toward attaining the DepEd's vision,
mission, values, and strategic priorities for providing quality educational services to Filipino
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students. It seeks to provide feedback on employees' job progress and accomplishments based on
clearly defined goals and objectives, as well as to track accomplishments versus objectives in
order to decide suitable, corrective measures if necessary. Teachers must comprehend how their
work ties in with the aims of their work unit.
To meet field demand, the Philippine National Research Center for Teachers Quality
(RCTQ) supervised the creation of RPMS for teachers and school principals that are associated
with the PPST. This includes RPMS tools like Classroom Observation Tools (COT) and Self-
Assessment Tools (SAT) (SAT). The RPMS tools are related to two different teacher
performance evaluation instruments: one for Teachers I to III and one for Master Teachers I-IV
and they are designated as Highly Proficient Teachers. Each tool describes the duties and
obligations of teachers. The Key Results Area (KRA) specifies particular goals to be met; it
should match to the MOVs (Modes of Verification) that will serve as proof of achievement.
Meanwhile, teachers' skills might be characterized as either distinctive or scientific. The
former refers to instructors' capacity to successfully implement suitable classroom management
strategies with the following orientations: student-oriented authoritarian, student-oriented and
intimacy oriented, subject-oriented and intimacy oriented, and subject-oriented authoritarian
(Zulfija & Elimira, 2013). An effective teacher choose which of these orientations is appropriate
for his or her students. The latter requires a theoretical and practical understanding of educational
psychology, teaching methods, new communication strategies, social psychology, and
communicating results to students, as well as an understanding of the entire teacher-cognition
process. These perspectives, however, exclude teachers' ability to develop particular skills that
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could broaden their abilities to promote instructional leadership; thus, the contentions that
separate teachers' capabilities into two categories: occupational and personal. These personal
competencies stem from their mental and physical health, as well as their strong concern for
morality and values. On the other hand, vocational competences need that teachers expand their
occupational expertise in addition to their general knowledge and communication abilities.
The adoption and implementation of the new Philippine Professional Standards for
Teachers recognizes the importance of professional standards in teachers' continuing
professional development and advancement based on the principle of lifelong learning, which
refers to the systematic acquisition, upgrade, and promotion of knowledge, skills, and attitudes,
and promotes self-directed learning. PPST evolved from the National Competency-Based
Teacher Standards (NCBTS), which was revised to make it even more responsive to the changes
brought about by numerous national and global frameworks, as well as to the changing needs of
21st-century learners who are creative, critical thinkers, eager to collaborate and communicate
across multiple platforms, knowledgeable about information, technology, and media, and
adaptable (San Buenaventura, 2019).
According to Gepila (2020), if teachers have professional competencies, they will
prioritize the following points: emphasizing human relationships and cooperation in improving
learning conditions; emphasizing the consequences of learning rather than its products;
emphasizing learners' self-evaluation and responsibility for their own and other students'
learning; creating opportunities for internal motivation development; and increasing judgmental
sources and data validity.

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With these, the researcher would like to determine the relationship between the
Philippine Professional Standards for Teachers Results-Based Performance Management System
and the teacher competence in schools division of Quezon as basis for the crafting of teachers
professional program.
Statement of the Problem
This study aims to determine the relationship between the Philippine Professional
Standards for Teachers Results-Based Performance Management System (PPST-RPMS) and the
teacher competence in schools division of Quezon as basis for the crafting of teachers
professional program. Specifically, this study seeks to answer the following subproblems:
1. What is the extent of compliance of teachers in Schools Division of Quezon to the
PPST-RPMS in terms of:
1.1. Content knowledge and pedagogy;
1.2. Learning environment;
1.3. Diversity of learners;
1.4. Curriculum and planning;
1.5. Assessment and reporting;
1.6. Community linkages and professional engagement; and
1.7. Personal growth and professional development
as assessed by teacher themselves and school heads?

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2. What is the level of competence of the teachers in the Schools Division of Quezon in
term of:
2.1. Development and Assessment of Different Thinking Skills;
2.2. Adoption of New Ideas as regards to Teaching Methods;
2.3. Effective Classroom Management;
2.4. Integration of ICT to teaching; and
2.5. Research Skills?
3. Is there a significant relationship between teachers' compliance with the PPST-RPMS
and their level of competence in the Quezon Schools Division?
4. Is there a significant difference between the assessment of teachers and school heads in
the extent of compliance of teachers in Schools Division of Quezon to the PPST-
RPMS?
5. What teachers professional program could be made from the results of the study to
improve the performance of the teachers using the PPST-RPMS and their competence
as 21st Century Teachers?
Hypothesis
This study will also answer the following hypothesis at 0.05 level of significance:
1. There is no significant relationship between teachers' compliance with the PPST-RPMS
and their level of competence in the Quezon Schools Division.
2. There is no significant difference between the assessment of teachers and school heads in
the extent of compliance of teachers in Schools Division of Quezon to the PPST-RPMS

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Significance of the Study
The study aims to determine the relationship between the Philippine Professional
professional program. Specifically, the research results may benefit the following:
Department of Education- The study's findings can be used to inform central office decision-
making. Furthermore, it will assist the central office, particularly the human resource
management division, in developing policy for the implementation of PPST-RPMS to
solve concerns with teacher competency.
Schools Division Offices- The study's findings will help various school divisions in the
Philippines orient teachers to the PPST-RPMS. It will also assist each school division
office in developing training for teachers that will enhance their professional and
personal growth, improve instructional methodologies, and even stakeholder
governance.
School Heads- The study's findings could be utilized as a guide for school heads when dealing
with teachers who have various perspectives on the PPST-RPMS. The study's findings
may educate school administrators new strategies for motivating teachers to perform at
their best all of the time.

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Teachers- The study's findings will help teachers understand the significance of PPST-RPMS in
their professional lives. The findings also assist teachers in coping with trends, issues,
and potential solutions to problems found in enhancing their performance.
Future Researchers- The study's findings may be used as a reference by future researchers
conducting similar studies on improving performance of the teachers.
Scope and Delimitations of the Study
This study aims to determine the relationship between the Philippine Professional
professional program. The responders to this survey are the selected teachers in the Schools
Division Office of Quezon. The researcher purposively selects English teachers in the Schools
Division Office of Quezon as respondents of the research study.
Furthermore, this study is limited to employing a researcher-created questionnaire to
acquire the necessary information to solve the problems. In addition, the researcher uses
weighted mean in interpreting the responses and uses Pearson’s Product Moment Correlation
Test in finding relationships among variables.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter deals with the review of related literature and studies. This is done to
construct, refine and evaluate the present study and it also presents a discussion on the relation of
various studies to the present study.
Related Literature
Content Knowledge and Pedagogy
Pedagogical Content Knowledge (PCK) plays an important role in classroom
instructions. In the teaching and learning process, a PCK involves teachers’ competence in
delivering the conceptual approach, relational understanding and adaptive reasoning of the
subject matter. Since, students are facing difficulties in the conceptual understanding of different
ideas due to teachers’ lack of PCK in teaching. Without full grasp of PCK, teachers may face
difficulty in teaching the subject effectively (Puteh, 2014).
On the other hand, the COVID-19 pandemic has limited educational opportunities for
many students around the world at all levels, especially those with disabilities or from lower
socioeconomic backgrounds. This is because many countries implemented lockdowns and other
types of distancing policies to limit the spread of the infection. The pandemic has affected more
than 1.7 billion learners, including 99% of students in low- and lower-middle income countries
(United Nations, 2020). This has resulted in an unprecedented crisis in education and school
closures across the globe. According to UNESCO (2020), as most countries are now reopening
or planning to reopen their educational institutions, it is crucial to ensure the return of all
learners. Many researchers have studied the impact of COVID-19 on science education in several
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dimensions, such as teachers’ workload, teachers’ use of information and communication
technology (ICT) in remote learning, and pedagogy and content adaptation (Chadwick &
McLoughlin, 2021).
According to Amarachukwu Nkechi and colleagues (2021) that there are challenges in
adopting pedagogy for online science learning, which guides students to make observations and
investigations in line with the curriculum. However, teachers have tried to include experiments
and practical activities in their lessons (Leonardi et al., 2021).
Therefore, teachers must be able to effectively use new instructional tools and methods
such as digital learning tools and environments. Education Endowment Foundation (2019) has
offered guidelines for supporting the use of technology in teaching and learning, supporting
subject-related knowledge practices, such as inquiry in science and other subject matters.
Reimers (2022) summarized the experiences of teaching and learning during COVID-19 in 14
countries, indicating that teachers have found it challenging to manage their instruction
appropriately. In selecting suitable instruction, teachers must recognize the child’s level of
development, concentration, motivation, and previous knowledge and experiences in addition to
the curriculum. Another challenge is how to motivate students to learn and interact with online
teaching. One of the most serious consequences of the COVID-19 pandemic on students’ well-
being is loneliness (Loades et al., 2020). Consequently, teachers need knowledge and skills to
plan lessons that engage their students interactively while they learn the subject according to the
curriculum.
Learning Environment
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Another important part of maintaining a secure learning environment is the development
of a classroom community and culture. Students must grasp what they share with their
classmates in the classroom. It is the teacher's responsibility to foster this community so that all
pupils may get along and celebrate their individuality. Strong classroom communities can
emerge from a variety of sources. Students should be part of a collaborative learning effort
throughout the day, sharing their skills and encouraging one another. The teacher may also
assign a number of chores or obligations that pupils must accomplish in order to keep the
physical classroom running. This teaches pupils to rely on one another while also holding them
accountable for their own learning environment. Other strategies to foster a strong community
include classroom humor, customs, and pets. Students who enjoy one other's company are more
likely to be welcoming and feel safe in their surroundings.
A school's physical environment consists of buildings, classroom furniture, equipment,
teaching materials, laboratories, libraries, and playgrounds (Baafi, 2020). Machines, decorative
objects, swimming pools, audio-visual equipment, and playfields are also part of the physical
environment. The physical environment includes the physical location, buildings, furniture,
infrastructure, space, and equipment required for efficient teaching and learning. According to
Bada (2015), the physical learning environment in the classroom includes the spatial layout of
furniture, walls, ceiling, chalkboard, lighting, fittings, decorative, and all physical enablers of
teaching and learning. A stimulating physical environment is an agent of intellectual stimulation
and an important aspect in the child's educational development. The nature of the school, the
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attitude of the teacher, and the qualities of the students are all elements that influence the
effectiveness of the educational process.
According to Hervie and Winful (2018), the classroom context, school, and surroundings
all have an impact on students' achievement. The classroom environment has a significant impact
on how successfully children achieve a variety of educational goals. The physical, emotional,
and aesthetic qualities of the classroom environment tend to improve students' attitudes toward
learning. A suitable learning environment is critical for safety, active learning, and development.
She claimed that such an environment is beneficial and effective for functional training of the
head, heart, and hand. All kids and youth deserve a learning environment that is safe, courteous,
caring, and positive. The learning environment should create a sense of belonging, delight in
learning, diversity, and respectful, responsible, and caring connections.
Costa & Costa (2016), on the other hand, argue that excellent healthful living necessitates
the provision of enough lighting and ventilation, particularly in overcrowded classrooms, as well
as sewerage and effective waste disposal. They contended that one of the school variables that
has helped to the creation of good instructional schools is an orderly but not oppressive school
climate and a pleasant classroom environment.
According to research, learning environments play a critical impact in student
achievement (Hendrix, 2019). Seating, light, noise, and even color can all have an impact on
learning ability. Students that study in a favorable learning environment are more motivated,
engaged, and have greater overall learning ability. Students learning in poor circumstances, on
the other hand, those that are uncomfortable, loud, or full of distractions, will find it significantly
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more difficult to retain knowledge and stay engaged. An engaged learning environment,
according to research, boosts students' attention and focus, fosters meaningful learning
experiences, encourages greater levels of student achievement, and inspires students to practice
higher-level critical thinking abilities.
Student motivation and active learning are the two major components of engaged
learning. A student's motivation is determined by their value for learning and their expectations
of success in learning. If a pupil believes they can succeed and values learning, they will be
highly driven. Students that are interested in learning and seeking information will automatically
engage if they have pleasant learning experiences and influence over the learning environment.
Active learning does not imply physical movement, but rather the active engagement of a
student's mind in the learning process. Students are active participants in their learning, with
opportunities to connect existing information to new discoveries, resulting in deeper connections
that increase the likelihood that they will understand and retain the knowledge. Modern teaching
approaches that focus mainly on lectures and PowerPoint presentations frequently turn students
into passive receivers of knowledge rather than active learners.
Diversity of learners
There are numerous approaches for teachers and administrators, such as principals and
coaches, to ensure that the classroom environment and curriculum are sensitive to our society's
expanding ethnic variety. These tactics will promote cultural understanding in all children,
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enhance each student's sense of identity, and cultivate inclusion in the classroom community
(Good, etal., 2020).
According to Apfelbaum and colleagues (2017), promoting cultural awareness in the
classroom begins with the teacher comprehending each unique student. Learn about each
student's cultural background, hobbies, learning styles, and what distinguishes them. A genuine
interest in knowing about each kid and their culture can help you create trust and form a link
with them, making them feel appreciated. If children feel valued and at ease with the instructor,
they are more likely to feel at ease communicating with and respecting their classmates - and
communication is at the heart of a culturally aware and inclusive classroom.
Aside from learning about students' backgrounds, Aragon and colleagues (2016) stated
that teachers should have continual communication with students throughout the school year.
Scheduling one-on-one sessions with students to check in on a regular basis will allow you to
consistently enhance how accessible the classroom is to all kids. Students might discuss whether
or not they felt included in the classroom culture. This can assist in identifying problems or
methods to improve the overall experience. It's also an opportunity to talk about their
accomplishments in class and give advice on how they may better based on their unique needs as
a student.
Celeste and colleagues (2019) stressed the importance of pupils celebrating and
respecting their own and each other's various cultures. Teachers should encourage pupils to
investigate and learn about their own ethnic and cultural heritage when appropriate. This helps
students comprehend their own culture as well as the distinctions and nuances between
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themselves and their classmates. As an added benefit, this can be a terrific ice breaker activity,
with students giving presentations about their family customs and culture to help expose the
class to things outside of their normal comfort zone. Recognizing these disparities and fostering
a safe environment for conversation promotes understanding in the classroom and beyond. Also,
as you urge children to learn about their different histories, remember to emphasize what is
inappropriate as well as the difference between cultural celebration and appropriation. Learning
how to discuss other cultures in a courteous and mature manner is critical for success in life
outside of the classroom.
Similarly, Cho and colleagues (2017) emphasized the need of maintaining an open
discourse among students, as well as being attentive to everyone's culture, values, and linguistic
problems. Take the time to learn about each student's cultural subtleties, from learning styles to
the language they speak, and utilize this knowledge to develop your lesson ideas. Provide
English language learners, for example, with appropriate and relevant resources to assist them
enhance their English comprehension abilities. Create learning experiences that are more
interactive and involve collaboration rather than typical lecture style teaching. These
considerations will assist guarantee that every student feels included, has the freedom to study in
their own way, and has the opportunity to achieve. Cultural awareness and diversity can be
included into your lesson plan in a variety of ways, depending on the cultures represented in your
classroom and the course you're teaching. Always strive to present and connect teachings to real-
world concerns, regardless of the subject. When there is a real-life example for pupils to relate
to, it is easier to foster cultural understanding in your lessons.

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When it comes to classroom management, teachers frequently feel compelled to take a
harsh, authoritative stance. Because the most useful lessons are typically learnt through a
student's personal experiences, allowing them considerable autonomy in the course creates a
stronger connection to the curriculum. Allow students to read and present their own materials
related to the core lesson so that they can approach the subject from their own point of view. As
a teacher, they can serve as a facilitator, encouraging discourse and constructive debate among
varied viewpoints. Group assignments are also an excellent approach to introduce students to
different points of view while allowing them to collaborate to explore and solve a problem. This
will also help them prepare for a varied job in which they will need to collaborate with a variety
of people to achieve their professional goals.
Curriculum and Planning
Understanding such events and the meaning of these processes is necessary for analyzing
the curriculum and planning in the educational context. It is understood in the opportunity that
planning is an instrument that assists the teacher's educational process by permitting the
structuring of methods relevant to the contents of the school curriculum and enabling factors for
success in teaching-learning (Nogueira, 2020).
Planning is simple in this regard, but it gets challenging in the attributions of the
instructor, who need a knowledge-based research to establish educational practice. Furthermore,
planning is critical because it allows for the knowledge of the reality of the environment to
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which it intends to be destined, as well as the organization of the necessary materials for
pedagogical practice (Sharma, 2021).
In light of this, school planning is defended as a priority of group organization, involving
all segments of education, including instructors from all regions, students, administrative
personnel, and members of the surrounding community. Because isolated decisions cannot be
highlighted, it is vital to debate in order to define goals, goals, aims, values, attitudes, and
deliberate on the possible everyday difficulties of the school. As a result, the school becomes
democratic (Rossi, 2021).
However, in the absence of the required conversation for planning improvement, some
teachers struggle to develop their instructional activities. Similarly, the lack of continual training
stands out, making it difficult to appreciate the significance of the act of planning and the
updated pedagogical approaches. The curriculum, according to Vargas (2019), strives to direct
the teacher's activities in pedagogical practice, taking into account school actions such as
planning, evaluation, and other activities developed by the teacher in the classroom. For these
accomplishments, the teacher must understand how to manage curriculum development by
selecting the essential contents.
As a result, in order to plan the curriculum and develop pedagogical methods, it is
necessary to pay attention to the conditions of teaching both inside and outside the school
environment, while keeping in mind that the teacher's role is to plan or predict learning in
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teaching, rather than to solely disseminate the objectives to be analyzed or studied by students.
Finally, in order to permit aspects for the success of the teaching and learning process, the topics
to be developed in the classroom must be methodologically organized.
Educational planning is regarded as critical, particularly for the production of information
and access to meaningful learning in the school setting. According Molina (2020), planning
entails identifying goals and looking for solutions to achieve them. According to the author, it is
critical to remember that, before planning, one must direct the goals that one wishes to attain. In
fact, in the many planning concepts, the instructor is the primary responsibility for the process.
At the same time that the instructor organizes the selection of contents, he creates pedagogical
tactics that encourage pupils to learn in a meaningful way.
In this sense, planning is defined as a procedure that enables guidelines and decisions on
the use of human and material resources. Planning is critical because it is a process of
rationalization, organization, and coordination of instructional action, articulating school
activities, and addressing social context problems. Thus, it contributes in a meaningful way to
the attainment of the objectives by carrying out the actions stated in a timely manner, resulting in
beneficial consequences. As a result, planning comprises any action that includes the technique
of imagination, decisions regarding the organization, functioning, and pedagogical opinion of the
school institution.
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Assessment and Reporting
Unleashing the potential for continuous improvement in teaching and learning
necessitates an understanding of the distinction in spirit between assessment and reporting.
Assessment and evaluation are commonly mistaken and complicated. An evaluation is used to
compare the quality of a performance or work output to a standard. The basic essence of
evaluation is that a mentor appreciates assisting a mentee and is prepared to put up the effort to
provide quality feedback that will improve the mentee's future performance. While both
procedures entail the collection of data on a performance or work output, what is done with the
data in each phase differs significantly and requires a totally different attitude (Yambi, 2020).
Assessment encompasses all of the methods by which teachers obtain information about
a student's learning progress. Assessment tasks should be meaningful and relevant, as well as
represent the objectives and criteria. Tests, observations, peer conversations, work samples,
presentations or performances, and projects may be included. This means that the evaluation
criteria are determined when the learning is planned and are explicitly conveyed to students prior
to the assessment task/s. Teachers make certain that all assessment tasks, including prior
knowledge assessments, are related to the fundamental idea and avenues of research.
Assessment is regarded as one of the most important educational tools available for usage
for a variety of purposes, including maximizing learning and motivating students to improve
their performance in order to reach pre-specified goals and criteria. Over the years, assessment
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has aided teachers in measuring learners' achievement through the internal administration of
unannounced quizzes, periodic tests, and final examinations. As a result, assessments are
typically seen and used as markers of school progress and success rather than tools for
investigating the root cause of success or failure throughout learning (Oyinloye & Imenda,
2019).
Umar (2019) underlined the importance of delivering immediate and detailed feedback
after each learning stage to avoid excessive delays in addressing students' faults. It is proposed
that assessment should not be a one-time event in order for such evaluation to be most beneficial.
Rather, it should be a continual act that drives the teaching-learning process by providing timely
feedback. It is widely accepted that the impact of feedback is strengthened if and only if it is
immediate and well explained in order to lead the learning process and correct potential flaws.
Language teachers have long recognized the value of feedback in language learning. In
reality, feedback promotes kids in developing a sense of responsibility and a self-monitoring
mechanism. In fact, the students are immediately engaged in the proper activity of self-
assessment and self-correction. The above example demonstrates the distinction between
assessment for learning, which is designed to help the learning process, and typical summative
assessment, which is primarily focused with assessing learning outcomes.
Reporting, on the other hand, is the process of communicating knowledge gained through
assessing student learning. The goal of reporting is to present students, parents, support staff, and
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other teachers with pertinent information about a student's development. Reporting student
performance is an important aspect of assessment since it allows teachers/parents/administrators
to diagnose, monitor, project, and modify the students' strengths and weaknesses and
accomplishment level as needed.
In addition to this, determining and reporting student achievement is a major concern for
teachers, parents, and students. The primary goal of any method of determining and reporting
student performance from kindergarten through grade 12 is to establish a flow of communication
between the school, the student, and the home in order to provide feedback and guidance so that
each student can achieve to the extent that his or her talent allows. As a result, it should have a
good, productive, consistent, and succinct impact on everyone engaged.
Community Linkages and Professional Engagement
Community Linkages is based on the premise that classroom activities should be
meaningfully linked to students' experiences and goals in their homes and communities. The area
is concerned with teachers' efforts to strengthen linkages between schools and communities.
Teachers' involvement in using the community as a laboratory for teaching and learning is
determined to be average. The strong spirit of cooperation between the school and community
may be seen in the exchange of expertise and resources while strengthening our educational
system's socio-cultural framework (Jomuad, 2020).
The PPST highlights the importance of teachers building school-community relationships
in order to improve the learning environment, as well as community involvement in education.

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Teachers are expected to notice and respond to opportunities that connect classroom teaching
and learning to the experiences, interests, and goals of the entire school community as well as
other key stakeholders. Teachers must be aware of and perform their responsibilities to respect
professional ethics and accountability in order to promote professional and harmonious
relationships with learners, parents, schools, and the larger society. It means the formation of
school-community links with the purpose of improving the learning environment and including
the community in the educational process.
According to Eckert etal (2018), the school should collaborate with other teachers in the
community to learn about their kids' life outside of school, as well as their families and
community members. At the same time, the school must give opportunity for kids to explore new
sections of the community, as well as direct access to resources outside of the school. In the
relationships between students and resources outside the school, the school should be a
facilitator, not a gatekeeper. If learning is lifelong, schools must be integrated into a broader
picture of development than the current emphasis on grades K-12.
Schools must be part of a greater community effort to ensure that adequate opportunities
are available at all stages of life, not just those of school age. Public schools cannot be
everything to everyone, but they can connect to other resources and help their community make
use of them. Communities have their own mix of people with specific abilities and interests,
museums, enterprises, natural resources, and so on that will welcome a productive role with the
schools, give priceless resources for the school, and may even decrease the strain on the school
itself.
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If education is to be an experience that exposes the world to its pupils, it must take
advantage of these resources, both sending students out to them and bringing them in to the
students. The school must maintain deep knowledge of, and active participation with, the
resources of the community. A careful alignment of curriculum and in-school learning activities
with resources available outside of school will provide a rich experience for both students and
adults. Children, too, require opportunities to assist and serve in order to make a difference in
their communities. Community service is regularly embedded in extracurricular activities in
today's schools, and it is watered down to match the restrictions of those activities. For example,
students may gather canned food in a drive embedded in a school-internal competition.
Contact between that activity and the people who stand to benefit from the drive is out of
reach for the kids, and the true significance of the activity is hidden under a form of competition
that is both improper and of little interest to the majority of the pupils in the school. Most
students who participate in community service nowadays do so through churches or other
organizations; the school should support and facilitate such possibilities.
School-community partnerships, on the other hand, play an important role in successful
schools, frequently offering services and resources to fulfill the needs of staff, families, and
students that go beyond what is generally accessible through school. Community partners gain
reciprocally from their partnerships with schools, including learning about the inclusive culture
of schools (Gross, etal., 2015).
School community partnerships were defined as meaningful ties with community
individuals, organizations, and businesses that are committed to cooperating with a shared duty
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to promote students' intellectual, social, and emotional well-being. Partnerships between schools
and communities can have an impact on student progress and post-secondary results while also
positively influencing and benefiting the community. As part of a socially fair, democratic
school, it defined real partnerships as respectful alliances among educators, families, and
community groups that promote connection development, dialogue, and power sharing. The
formation of genuine, trusting relationships is essential for developing effective school-
community partnerships. Community involvement in schools is essential for student achievement
(Gross, etal, 2015). According to research, schools with strong community partnerships have a
higher percentage of students performing at or above grade level, increased parental
volunteerism, supported school reform efforts, increased student test scores, increased student
attendance rates, and connections for students to learning opportunities outside of school.
Personal Growth and Professional Development
Teacher development has been repeatedly advocated for in order to build students' 21st-
century abilities and make education more responsive to the difficulties of a knowledge-based
society. With a growing number of conferences, courses/programs, and published materials
supporting it, the idea of teaching as a life-long learning process is gaining traction. Professional
development, often known as professional learning by instructors already in professional
practice, is the process of acquiring the knowledge and abilities required by teachers to carry out
their roles effectively. This includes not only acquiring new theoretical teaching ideas and
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suggestions, but also putting them into practice and learning how to make them more effective in
their respective teaching environments (Djoub, 2021).
According to Meador (2018), teachers' constant reflection, appraisal, and analysis of their
own practices are essential components of their professional growth because they can help them
establish new teaching theories and enhance their performance. Teachers' professional growth
requires them to be critical, introspective about their teaching experiences, and motivated to
bring about change and improvement. As Darling-Hammond and Kampen (2019) highlighted,
becoming professionals implies becoming adaptable experts, which is the goal of teachers'
participation in such a process. Today's instructors must be specialists in their fields, which
includes effectively organizing lessons, communicating, managing, carrying out, and assessing
the activities of the teaching-learning process, as well as being adaptable to varied students'
requirements and preferences.
Professional growth and training are not the same thing. First, let us define teacher
education. Teacher education seeks to assist teachers in acquiring the required educational
knowledge and abilities. More specifically, it is concerned with the "How." For example, how to
use a certain digital tool and incorporate it into a lesson, how to teach mixed-ability classes, how
to flip the classroom, and so on. Professional development, according to Pardo and Tellez
(2015), includes training, but also stresses instructors' understanding of their teaching contexts
and how to apply such practical skills in these circumstances. This is due to the fact that teaching
is a difficult job that necessitates greater instructor flexibility and creativity in order to
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successfully cope with the unexpected and cater to the various kids' requirements in each
classroom.
Thus, the goal of professional development is to help instructors learn how to adapt their
teaching to their students' learning requirements by understanding the "Why" or rationale behind
each pedagogical decision or choice they make in connection to their teaching circumstances. An
good professional development program should therefore encourage instructors to try out new
ideas or technologies in their classrooms, reflect on how these affect their students' learning,
make additional decisions to attain their goals, and communicate their findings. Reflective
discussion sessions based on prior and present classroom experience, collaborative learning,
reflective diaries/journals or portfolios, and teacher-led activities that allow many chances for
teachers' choice, autonomy, and active learning should be among its components. If teachers
wish to advance professionally, there are numerous options available to them. Self-monitoring
through self-observation (videorecording), reading books and journal articles related to teaching,
taking online courses, attending professional development conferences, performing action
research, and so on are examples of these.
Personal growth, on the other hand, refers to having personal qualities and characteristics
that help teachers identify and make sense of their teaching practice and of themselves as
individuals. This is accomplished through acquiring the necessary life skills that will enable
them to grow both within and outside of their job. There are a variety of life skills that might
help teachers deal with the obstacles of everyday life. Getting organized, problem solving,
engaging kids, and caring about them are all important life skills for teachers (Balazza, 2020).
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Because teachers' professional roles can be influenced by personal-life variables, they
must develop particular personal-life abilities. These can involve balancing their professional
and personal lives, dealing with familial pressure, stress, and negative emotions (such as anger,
despair, and so on), making sound health decisions, and so on.
Personal development, according to Washington (2019), is a powerful instrument for
instructors to achieve a well-defined and healthy sense of self (self-concept enhancement), which
can result in high self-esteem and self-confidence. Furthermore, it enables teachers to detect,
analyze, and manage their emotions, resulting in strong intrapersonal skills (emotional
intelligence). Because it focuses on socio-emotional or affective growth, which can be seen in
teachers' attitudes and interactions with their pupils, growing the teacher self is critical to
improving educational quality. As a result, personal development for teachers must be prioritized
in teacher education programs.
Personal, professional, and social growth are all components of teacher development that
take place. Because teacher development is a learning process, emotions have an impact on how
the brain functions; good emotions (such as motivation) increase learning engagement. Quality
knowledge and comprehension are critical to learning (cognition). Furthermore, because this
process is actively formed through social interaction and negotiation with others, the social
dimension of learning is critical.
These components of teacher development are interconnected, which means that one
component is dependent on the others. For example, a teacher who is unable to manage his
emotions or self-regulate (due to a lack of personal development) is unlikely to effectively

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govern or manage his classroom and thus interact with his students (cannot develop
professionally and socially). When he is upset, he burns out, loses control, mistreats students,
and may even forget the lesson plan.
Teacher development is a living, breathing learning process. This process of learning is
ongoing and never-ending. Even if a teacher has reached a particular level of growth, he must
continue to learn throughout his life and work. Preparing competent workers and active citizens
is becoming a game changer in this quickly changing world. As a result, every teacher's passion,
concern, and intended goal must be teacher growth. Such development is not just dependent on
formal learning, but it can also be initiated by teachers on their own. Finding the correct
professional development activities that meet one's goals and preferences remains a critical
option in this instance.
Competence of the Teachers
Teachers must increase their knowledge and abilities in order to expand, improve, and
investigate their teaching techniques. Many research on teacher competencies focus on
instructors' teaching roles in the classroom rather than teachers' competencies. Teachers'
competences have grown in relation to educational reform research, teacher education
development, scientific findings in educational science, and other domains. According to Kress,
the preceding period required an education for stability, whereas the next era requires an
education for instability (Selvi, 2016). Field competencies are the primary areas of teacher
competency that involve academic content studies. Field competencies are those required for
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instructors to practice their vocation. They are teacher competencies in relation to the subjects
that teachers will teach or students will learn. Previously, field competences were considered the
most significant competency field because teachers were alone responsible for transferring
content.
The idea that the one who knows teaches and the teacher is accountable for learning in
the classroom has evolved over time. Within the framework of this transformation, the priority
placed on teachers' field competences decreased as a result of the changing role of the instructor
as a facilitator allowing students to interact with knowledge rather than imparting it.
Development and Assessment of Different Thinking Skills
According to Sumarni and colleagues (2018), the learning that must be implemented is
learning that can improve higher order thinking skills (HOTS), which include problem solving,
creativity, critical thinking, and decision making. The development of higher order thinking
abilities cannot be isolated from assessment, which must be implemented as important aspects of
the learning process in order to know the developing and students' learning outcomes, as well as
to repair the learning. To assess critical thinking skills as a HOTS indicator that is projected to
have a long-term effect on learning, a valid and reliable test instrument, measurement, and
evaluation are required.
In Baanqud, etal, (2020) noted that one of the motives for developing the Critical
Thinking Skills assessment was to prepare students to be more successful in college and the
workforce, with the underlying premise being that students are not currently prepared to do so
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upon graduation from high school. Transitioning from teacher-centered to student-centered
learning should involve complicated goals such as developing higher order thinking skills. The
classic form of a summative test was the most popular means of assessing students in the past.
This type of test typically assessed topic knowledge rather than higher order thinking skills.
Many academics have reported on reforms that focused education for higher order thinking
skills, such as asking complicated questions, creating argumentation, constructing graphs, and
analyzing case-based articles, through various innovative real-world activities in recent years.
Thinking critically is a skill activity that can be done successfully or poorly, and
competent critical thinking will meet a variety of intellectual standards such as clarity, relevance,
adequacy, coherence, and so on. Critical thinking abilities are defined as self-guided, self-
disciplined thinking that seeks to reason at the maximum degree of quality in a fair-minded
manner. Critical thinking is thinking via debate and reflection in order to make decisions about
what to believe and do. The goal of critical thinking is to keep people from making hasty or
incorrect decisions (Bai, etal., 2020).
According to Brown & Livstorm (2020), critical thinking skills are an intellectual process
that involves actively and expertly conceptualizing, implementing, analyzing, synthesizing, and
evaluating information gained from observation, experience, reflection, thinking, or
communication as a guide to believe and do. This competence is distinguished by universal
intellectual characteristics such as clarity, precision, consistency, carefulness, suitability, proper
evidence, sound reasoning, depth, breadth, and justice.

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Thus, evaluation was done to assess students' results, which included not only assessing
what they had learned, but also assessing how the influence and students' skills in accomplishing
each stage in problem solving. Thus, the assessment began with the formulation of the problem
and ended with the evaluation of the final result. The teacher evaluated the students' thinking,
comprehension, and success in executing each step of problem solving, as well as how the
students guide themselves to work and their effect on teamwork (de Oliveira, etal., 2018).
During this time, teacher/lecturer evaluation was generally focused on the ability to recall
a fact, concept, or method as noted by Hu (2019). Teachers/lecturers frequently forget that a
successful evaluation is one that is comprehensive and reveals all of the talents of the tested
subjects. Evaluation of presenting skills, performance evaluation, and knowledge application on
product creation, skills of synthesizing information and offering rationale based on existing facts
are frequently disregarded. If the learning outcome evaluation is successfully implemented, it
will develop critical thinking skills and creativity. These two skills underpin the expected
problem-solving ability in students. The created assessment instrument consisted of two test
questions: an analysis essay test and a problem-solving test.
Developing cognitive tools, on the other hand, has provided content and construct
validity, reliability, practicability, and good legibility. The test findings of the test group, namely
the expert assessment instruments, reading experts, practitioners, and students in the
questionnaire assessment guidelines that have been provided, demonstrate this. The percentage
of outline components accuracy against the critical thinking idea is included in terms of construct
validity of assessment instruments that have been designed. That component received an average
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score of 83.7%, indicating that it has strong construct validity. The created evaluation instrument
comprises critical thinking competencies such as developing text interpretations, reflecting on,
and evaluating the text (Jang, etal., 2020).
Instructions and rubric assessment are two aspects of the reliability designed assessment
tool. The devised assessment instrument had a high level of dependability. It is clear from the
test results to the group test on the assessment instrument's reliability elements. Instruments of
thinking skills focus not only knowing concepts but also features of synthesis, analysis, and
assessment, resulting in a relatively low consistency (Jin, etal., 2019). The problem solved in this
research is to develop a valid and reliable standard instrument of critical thinking skills in
learning by referring to reality on the field and the opinion of experts about the very need for the
availability of raw instrument of critical thinking skills, especially in chemistry learning before it
implemented.
Adoption of New Ideas as regards to Teaching Methods
COVID 19 is an infectious disease caused by the "Novel Corona Virus," a newly
identified virus (Dhawan, 2020). This virus has now become a worldwide sensation for three key
reasons: widespread contamination, an elevated fatality rate, and a significant delay in vaccine
formulation. All of this has prompted the government to take massive measures (Chaturvedi et
al., 2020). Great attempts are being made to maintain social and physical distance by persuading
the population to stay at home. These efforts are largely aimed at breaking the infection chain
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and reducing the burden on the civic-health machinery. While the medical facilities were blamed
for everything, As a result, business and communal defeats have followed. The budgetary and
societal consequences of social separation have resulted in several substantial legislative
adjustments in the operation of higher education aimed at "online pivot" (George, 2020).
For the first time in Indian education history, there has been a change from a face-to-face
teaching paradigm to an entirely online one (Zimmerman, 2020). There is widespread use of
digital media. Teachers from all walks of life have had to swiftly adapt to the online form of
instruction, which has pushed them toward a digital worldview. The student body is likewise
severely impacted. They had to give up their college life, remain inside, and take online lessons
(Govindarajan and Srivastava, 2020). Some experts suggest that pupils who learn online are
marginally more receptive than those who learn in a typical face-to-face setting. However, other
researchers demonstrated that the hybrid teaching approach produces the best results (Means et
al., 2013). The educational community is still skeptical of the success of online teaching and
learning. Because significant sums of money are at stake, neither of them has a choice. All of
this has had a significant impact on university admissions. The future of educational institutions
remains uncertain because the government has yet to make a firm decision.
Despite these uncertainties, university budgets are further strained by the volatile stock
market and limited or non-existent government funds. Several small and medium-sized private
institutions would be the hardest hit, eventually closing due to the unstable financial situation.
Higher education is still the hardest hit. Meanwhile, business schools are not far from being hit
by the pandemic. Some industries, such as the service sectors, have fallen under the spell of
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COVID 19. Students who want to work in these industries must now move their focus to other
industries. The administration is doing all possible to assist the economy and people in
recovering from the crisis (Bolaran, 2020).
However, businesses and sectors that can successfully transition from a physical model of
operations to an online model will be the only ones to survive this crisis. To meet all of these
demands, companies must use a hybrid form of education known as the phygital mode (George,
2020). However, corporations face challenges in properly using the phygital model. The key
question here is what effective teaching approaches can be from a phygital standpoint. In light of
all of these obstacles, the authors of this study shed light on some of the effective teaching
approaches that might be used in higher education for business schools (B schools) in India to
attain success during these uncertain times of the COVID 19 epidemic. It would be interesting to
see the unique phygital teaching approaches. Much study has been conducted on education and
teaching in the context of the COVID pandemic. However, none of them have concentrated on
strategies that can improve teaching efficacy in a physical mode, particularly in a B school
context. Furthermore, empirical or qualitative investigations are limited to the study
circumstances and do not provide more generalized information. As a result, we gathered
material from secondary sources in order to give information that educational institutions can
use.
Effective Classroom Management

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Awareness, patience, good timing, boundaries, and instinct are all required for effective
classroom management. It is not easy leading a large group of easily distracted young people
with varying skills and temperaments on a meaningful learning trip.
Numerous research studies have identified classroom management as a crucial factor
influencing students' academic achievement (Marzono, 2018). The most obvious explanation for
this assumption is that excellent classroom management prepares students for learning and
teaching. It establishes a tone in the classroom that captivates students' attention, which is
essential for effective teaching and learning. This assertion is self-evident, because a chaotic and
unorganized classroom as a result of bad classroom management is unlikely to increase
expansive learning and students' academic success, and may even obstruct it.
According to Idopise (2014), virtually little academic learning can take place in a chaotic
environment. Classroom management vary from one instructor to the next due to the teacher's
personality, instructional style, readiness, and number of students in the classroom, according to
Walter (2016). Classroom management encompasses all of the things that teachers must do in the
classroom to encourage students' academic interest and collaboration in classroom activities in
order to establish a conducive learning environment. According to Morse (2012), classroom
management entails reducing disruptive behaviors such as fighting and making noise, close
observation, the arrangement of classroom learning materials, and responding to students who
have poor sight, poor hearing, poor reading, poor writing, poor spelling, shame, dullness,
hyperactivity, and poor study habits. When considered in a broader and more holistic context,
encompassing every aspect of the classroom, from course delivery to classroom environment,
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becomes critical (Nicholas, 2017). This includes organizing and organizing the classroom,
setting expectations, inducing student collaboration in learning tasks, and dealing with classroom
procedural demands.
This perspective on classroom management differs from a more narrow perspective on
classroom management, which focuses solely on discipline and control. A broader view of
classroom management reveals higher involvement, fewer inappropriate and disruptive
behaviors, enhanced student accountability for academic work, and improved student academic
success.
Discipline, control, and consequences, in effect, become authoritarian or punitive
methods to classroom management. These are now a considerably smaller component of the
definition of classroom management. As a result, classroom management encompasses far more
than any of these terms. Classroom management, as defined by Williams (2018), entails how the
teacher works, how the class functions, how the teacher and students collaborate, and how
teaching and learning take place.
Disruptive behaviors in poorly managed classrooms include sleeping, arriving late,
creating noise, miscopying notes, eating, calling out nicknames, and making verbal or physical
threats to fellow students or the teacher (Ekere, 2016). These disruptive habits disrupt learning
processes and impair pupils' academic achievement. According to Effiong (2017), teachers can
cope with disruptive behaviors in the classroom and decrease them to a bare minimum through
excellent classroom management, allowing for effective learning to take place. When teachers
are able to effectively reduce or eliminate disruptive behaviors in the classroom, students'
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academic concentration and involvement rise, paving the road for improved academic
performance.
One of the approaches for efficient classroom management that teachers might utilize is
verbal instruction. Clear instructions on what should be done provide students with a definite
path to compliance. In this technique, teachers attempt to be constant in imposing verbal
teaching in order to get the intended consequences. Until recently, corporal punishment was
frequently utilized as an effective classroom management approach to reduce disruptive
behaviors. It is no longer widely used, although it is still used in select schools as an effective
classroom management approach.
Another effective classroom management strategy used by teachers is instructional
supervision. Moving around the classroom to observe students closely, engaging students in
academic activities, asking questions, and using both verbal and nonverbal teaching methods to
ensure that students are paying undivided attention and gaining more from the lesson than simple
facts are all part of instructional supervision. Another effective classroom management technique
is delegation of authority to learners, in which the teacher delegated authority to deserving
students and assigned them duties such as cleaning the chalk board, keeping time, controlling
noisemakers, managing learning materials, collecting assignments from students, copying lesson
notes on the chalk board, and acting as class representatives on behalf of the class (Nima, 2014).
These contribute significantly to making the classroom a welcoming environment by
encouraging collaboration between students and teachers. Classroom management approaches
seek to create a welcoming learning atmosphere in which students may learn more easily and do
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better academically. Depending on the nature of the problem, all of these strategies can be used
in the classroom.
Integration of ICT to Teaching
The world is changing at a rapid pace. Individuals and societies are widely acknowledged
to face challenges as a result of modernization and globalization (Schleicher, 2012).
Furthermore, Voogt and Roblin (2012) say that the globalization and internalization of the
economy, as well as the rapid growth of ICT, are continually transforming how we live, work,
and study. To demonstrate, in order to make sense of and function well in this diverse and linked
environment, individuals must master evolving technologies in order to interpret a significant
amount of available information.
The expansion of Information and Communication Technology (ICT) during the last two
decades has changed many people's lives and the nature of occupations in all fields. Education,
as the primary vehicle for human capital development, must adapt to the ever-changing world of
work. In light of the rapid expansion and use of ICT in the workplace, it is critical that the
present generation of students be well-prepared with ICT knowledge and abilities to confront the
challenges of the workplace in the future. In fact, ICT is the majority of our way of life, and we
should be completely equipped to live in an ICT environment.
Effective citizens and workers in the twenty-first century must have functional and
critical thinking abilities such as information literacy, media literacy, and ICT literacy
(Partnership for 21st century learning, 2015). Teachers are required to help citizens and workers
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develop functional and critical thinking abilities in this regard. This implies that teachers must be
proficient in the use of information and communication technology (ICT). They must be
prepared to deliver technology-enhanced learning opportunities to their students in order to assist
student learning. Furthermore, Zhu, Wang, Cai, and Engels (2013) asserted that all teachers must
engage in innovative teaching in order to meet the educational demands of future generations.
They also discovered that instructors' technical ability is related to their innovative
teaching effectiveness. As a result, teachers must be skilled in incorporating ICT into their
classroom activities in order to improve the teaching and learning process. It is widely known
that the use of technology will significantly contribute to the improvement of the teaching and
learning process. Based on this recognition, both industrialized and developing countries have
made significant investments in the use of ICT in education. When the Philippines' limited
budget for massive expenditures in ICT policy, including ICT infrastructure and human
resources, notably teachers, in the educational system is considered, the use of ICT in the
transformation of education must be implemented efficiently and logically.
Teachers take on significant obligations as a result of this transformation. In this regard,
teachers must be proficient in ICT in order to facilitate the teaching and learning process.
Research Skills
The Department of Education is required to provide quality basic education to all
Filipinos, with the goal of ensuring that learning produces relevant outcomes by utilizing the full
potential of all instructors and students. Research is a vehicle and a means to an end. Order No.
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39 s. of the Department of Education Adoption of the Basic Education Research Agenda in 2016
gave guidance to DepEd and its stakeholders in the conduct of education research and the use of
results (Alipio, 2018). Conducting research is a methodical process. To be a good researcher,
teacher must be able to formulate relevant research questions, develop strategies for finding,
evaluating, and using resources, design methodologies to support original investigations, and
properly credit the work of others.
Teaching has evolved significantly from the old lecturer-listener model. Teachers are no
longer simply lecturers, but guides, and students are no longer just listeners, but co-explorers of
information. For both sides, education has become more engaging and experiential. As a result,
teaching skills have changed, with additional techniques available to teachers (Teachnology,
2020). A teacher may feel overwhelmed by the large range of education-related talents
available. Fortunately, there is one way that can assist a teacher in identifying parts of his or her
teaching that need to be improved. This is a research approach, specifically Classroom Action
Research.
In its broadest meaning, research can assist a teacher in introducing concepts to students.
Teachers who conduct their own study on the subjects they teach rather than relying on
textbooks can obtain a much greater understanding of those subjects. As a result, they will be
able to share their knowledge with pupils more effectively. Classroom Action Research (CAR) is
more focused than fundamental research, focusing on the teaching method rather than the topics
presented. In a word, a CAR is a type of practitioner research on a class's current situation. That
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is, the practitioner - the instructor - is the one who actively researches what his or her class
genuinely need.
Caingcoy (2020) stated that research capabilities has sparked tremendous interest among
academics and practitioners. This is timely since the Department of Education has
institutionalized and encouraged teachers to participate in research to promote evidence-based
practice, decision-making, policy, and program creation.
The findings found that teachers were only minimally capable of conducting research and
had neutral attitudes toward it, were driven to write research, encountered a high level of
difficulty in research procedures, and were only moderately capable of action planning. They
also demonstrate mentorship potential. Furthermore, mentorship and action planning abilities,
motivation to write research, attitudes toward research, and the quantity of studies performed by
instructors were found to be correlations with their research capability at varying degrees of
significance. Notably, instructors' research competence exhibited a modest, negative, but
significant connection with their age and total years of service. As a result, as they age and
accrue years of service, this capability deteriorates. The motivation to write research, the amount
of completed studies, and age were all factors in determining research capability. It was found
and anticipated that research capability can be determined and predicted by how motivated
teachers are to write research, how productive they are in research, and how young they are when
they embark on this difficult task. The study discovered and suggested subjects for professional
growth.
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Related Studies
The COVID-19 pandemic has completely altered our way of life. The world was caught
off guard and surprised by the outbreak of this epidemic. The virus is still wreaking havoc,
resulting in fresh illnesses and deaths. This virus has a significant impact on many aspects of
society, including the economy, jobs, tourism, and sports, among others. The education
department was not immune to this pandemic. Following this crisis, certain nations imposed
strict lockdowns. As part of the lockdown, educational institutions such as schools, colleges, and
universities were closed, and the move from face-to-face to online learning occurred. During the
COVID-19 outbreak, online education became an inevitable alternative for educational
institutions, allowing students to continue their studies despite the pandemic (Ho, etal., 2020).
According to Owusu-Fordjour and colleagues (2020), in order for online education to be
successful, teachers and students must adapt to new technologies. Teachers' positive attitudes
toward new technologies such as Zoom, MS Teams, and others aided in the seamless
continuation of the educational process. Teachers have been working tirelessly to give effective
online lectures. However, teacher satisfaction is also important in delivering effective online
lessons. Existing research defines instructor satisfaction as the notion that the online teaching
process is efficient, effective, and beneficial to all stakeholders.
Dube (2020), on the other hand, stated that teacher happiness has a direct impact on
student satisfaction since a satisfied teacher presents an online lecture and stimulates students
more positively. During the COVID-19 emergency, many countries closed schools to prevent the
spread of the illness (Owusu-Fordjour etal., 2020), and this emergency raises the question of
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timely adaptation of new technologies for teaching and learning. The online teaching and
learning process placed both students and teachers in a difficult predicament. Furthermore,
instructors have encountered significant difficulties in carrying out internet learning, such as
advanced disparity in student marks, poor and inadmissible substance and instructional materials,
a lack of help and preparation, and the issue of demonstrating quality (Azevedo, etal., (2020) to
limit the spread of the infection, and this emergency leads to the issue of timely adoption of new
technology for the teaching and learning process.
The online teaching and learning process placed both students and teachers in a difficult
predicament. Furthermore, teachers have encountered substantial obstacles in carrying out
internet learning, such as increasing disparities in student grades, weak and inadmissible
substance and instructional resources, a lack of guidance and preparation, and the issue of
demonstrating quality. Despite unforeseeable circumstances during online teaching in COVID-
19, teachers do their best to assist students with their studies. Educators have developed
advanced gadgets to communicate instructions to their students and manage correspondence
inside their classrooms. To deal with teaching and learning challenges during pandemics,
teachers created a new teaching technique. During COVID-19, several institutions even revised
the evaluation criteria such as projects, outstanding tasks, and continuous evaluations.
Teachers teaching at various levels of education face unique challenges when it comes to
online teaching and learning. Teachers are the primary stakeholders in the educational process; it
is critical to identify the elements influencing their performance. As lockdown events modify the
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norms of the educational process, especially in the COVID-19 epidemic, educators face a variety
of obstacles.
Similarly, school administrators struggled to support instructors who were dealing with
loss, fear, uncertainty, and dissatisfaction. Recognizing the necessity of caring for educators in
order to care for students, several administrators focused on reminding their teachers of the
significance of self-care, developing a daily routine, and providing opportunities for creativity in
their approach to distant teaching. Baird (2020) described how, with little to no preparation in
administering an educational setting in the midst of a pandemic, district administrators and
school principals focused on supporting teachers and providing them freedom in their approach.
Several publications expressed concern about pupils' well-being during protracted school
closures and home confinement (Venet, 2020; Wang et al., 2020). These included a lack of
physical activity, increased screen time, and poor dietary habits. Previous studies looked into the
extra psychological repercussions of quarantine, such as stress caused by the fear of infection,
boredom, frustration, and a loss of socializing with peers and teachers. Students were
quarantined in their homes, where they were exposed to additional variables that could
jeopardize their health. Anxiety and sadness were exacerbated by a lack of personal space and,
for many, financial ruin in the family. Brooks et al. (2020) stated that feelings of loss, perplexity,
anger, and insomnia were typical over extended periods of separation from people when
considering the psychological impact of quarantine on individuals.
For many families, the pandemic increased poverty and food insecurity. Schools,
according to Van Lancker and Parolin (2020) and Walters (2020), are the primary source of good
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nutrition for many youngsters. Furthermore, they emphasize that children from low-income
households were at risk of receiving little to no support for their learning at home due to a lack of
internet, parents who were less able or motivated to assist in the children's learning due to work,
uncertainty about how to help them, caring for other children at home, or other factors.
According to Fagell (2020), information about teachers' experiences during COVID-19
and distance learning began to emerge as early as April 2020, with educators reporting a lack of
physical activity, exhaustion, panic, loss of students' cues that helped direct teaching decisions,
and concern about students' well-being and the uncertainty that comes with not seeing them
daily. Additional personal affects were stress over one's own and one's family's health, living
habits, and financial situation. During the epidemic, teachers endured personal loss, change, and
stress.
Teachers were confronted in their professional lives with the challenges of continuing
educational activities for students who could no longer enter buildings and classrooms, in
addition to managing the personal impact and unforeseen changes that the situation demanded,
such as having their own school-age children home, possible job loss by other family members,
concerns about meeting personal and family needs in terms of food and safety, and so on.
Teachers could no longer rely as much on their adaptive competence, their collection of
resources, to practice in a way they were familiar with and accustomed to. Instead, educators
were overwhelmed with changes at the same time, forced to make numerous new decisions, and
manage a unique scenario. Even senior teachers with a plethora of approaches and strategies in
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their "teacher toolboxes" were puzzled in the new atmosphere. As they converted to distance
learning, they were all confronted with a slew of new and challenging challenges.
Other experiences shared by teachers in the literature included difficulties in
disseminating educational materials, particularly to those without internet access, determining
the content and pacing for continuing to educate students, possible limited familiarity with
technology and the tools required to guide virtual instruction, assessing student progress and
competency, and ensuring the support of students and their families (Daniel, 2020). Teachers'
concerns in adapting to distant learning included the need to make considerable modifications to
curriculum content and delivery. Teachers acknowledged difficulty in condensing content to
make it accessible and understandable to students in the absence of immediate and ongoing
instructor guidance (Gewin, 2020).
Although technology was a barrier for many teachers, Lieberman (2020) acknowledged
the potential benefits of digital learning in an article published in Education Week, stating that it
provided more opportunity for autonomous self-directed learning. During the pandemic, he also
observed increased concentration on coursework and projects rather than aptitude evaluations.
Similarly, the purpose of this research was to determine both the advantages and disadvantages
of remote learning as reported by the instructor participants.
At the time of this study, empirical research on educators' experiences and perceptions
was just beginning. At a case study of a lead teacher in a small K-12 school, Kaden (2020)
characterized the participant's experiences as increased workload, surprise at the complexity of
online teaching, trouble selecting subject to teach, and struggle to engage students and measure
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learning. According to one survey, the majority of educators' workdays during distant learning
were replying to student and parent emails. The majority of their effort was then spent
developing content for online learning. Concerns were raised in the same study about a reduction
in the quality of student work as the distance learning period extended, as well as a significant
achievement and school involvement disparity related to family income (Cullinane & Montacute,
2020).
Furthermore, during the COVID-19 epidemic, teachers used digital technology for online
instruction to overcome the time and location gap between teachers and students. Meanwhile,
teachers of all ages have addressed the main obstacles of online education to varied degrees
during the COVID-19 epidemic. The key difficulty is determining whether teachers are
appropriately prepared to use online teaching apps and ICT, i.e., do they have online teaching
competence (Liu, etal., 2022). Teachers' professional competency has a significant impact on
their teaching, as well as their students' academic accomplishment and future growth.
According to recent empirical study, teacher competence consists of two categories of
competence: cognitive competence and motivational competence (Blömeke, 2017). In terms of
cognitive knowledge, it is stressed that teachers should have specific categories of knowledge,
such as pedagogical content knowledge (PCK), teachers' content knowledge (TCK), and general
pedagogical knowledge (GPK) (Guerrero, 2017). The use of digital technology in the
educational process has placed increasing demands on teachers' competency as a result of the
application of digital technology in the education system.

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As a result, teachers' knowledge and skills should be expanded, and teachers should learn
how to properly use technology in their teaching. In other words, instructors' professional
competence should include technology pedagogical understanding (TPK). Teachers' motivational
competency primarily refers to their self-efficacy and teaching excitement, which directly
influence their instructional activities and professional engagement (Chou & Chou, 2021).
During the COVID-19 outbreak, online teaching not only assessed instructors' technical
pedagogical knowledge (TPK), but also if present teachers' self-efficacy and passion could
transition successfully to online teaching. As a result, teacher competence in online teaching is
very crucial in online teaching and learning, which is one of the key components in assisting
instructors in mastering the main obstacles during the COVID-19 pandemic.
Furthermore, when compared to traditional offline education, large-scale online teaching
at home places additional strain on teachers (Sokal, etal., 2020). Teachers' stress, emotional
experience, and emotional shifts in online teaching due to difficulty in using digital technology,
lack of online teaching experience, and bad conditions are the other fundamental issues that all
teachers faced throughout COVID-19 related to the development of online teaching. Teachers'
emotional control, pressure tolerance, and good emotional experience in the teaching process,
according to Ergun and Dewaele (2021), are the keys to overcoming the COVID-19 pandemic's
online teaching obstacles. Psychological resilience refers to a personality trait that reduces stress
and adjusts favorably in the face of major hardship. According to Xu and colleagues, teacher
resilience is related to teachers' well-being, which is considered the core of teachers' professional
lives and an important aspect in preventing job burnout (2021). Brouskeli and colleagues (2018)
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discovered that teacher resilience is closely related to the five characteristics of teacher well-
being in their study of middle school teachers. One of the main connected consequences of
teachers' resilience is their well-being.
Being aware of the personal characteristics that support teachers' resilience is a
significant step toward assisting teachers in improving their well-being and preventing job
burnout. Gu and Day (2017) confirmed that personal factors such as self-briefing, emotional
competence, self-efficacy, enthusiasm, and motivation influence teacher resilience. The majority
of studies on personal factors on teacher resilience, however, have been undertaken in the setting
of formal offline instruction. It has not been investigated if specific personal variables of teacher
competency in online teaching affect instructors' resilience when confronted with an
unanticipated large-scale online teaching circumstance. As a result, the goal of this study was to
improve teachers' resilience and well-being through building teacher competency in online
teaching. Additionally, the authors claimed that improving the quality of teachers' teaching and
students' academic progress necessitates an emphasis on developing and maintaining teacher
resilience.
Prior research has found that online teaching improves student learning results much
more than traditional teaching without the use of technology (Xu, etal.,2021). At the same hand,
it has been stated that while integrating technology in teaching practice facilitates learning,
whether effective learning outcomes may be obtained is dependent on teacher competence
(Oliva-Cordova, etal, 2020). The disparities in results indicate the need to investigate the
mechanisms through which online teaching approaches influence student learning outcomes,
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with a particular focus on the impact of teacher competence on learners' online learning
outcomes. The roles of teacher competency in online education and teacher resilience in
"exceptional situations" remain unclear based on online teaching. Resilience, as a socio-
emotional control resource, specifically increases with age.
Previous research tended to utilize age as a control variable influencing the outcomes, but
potential differences in resilience and well-being among teachers of various ages were neglected.
Furthermore, few studies have investigated whether teacher age variations alter the mediating
function of teacher resilience in the relationship between teacher competency in online teaching
and perceived online learning outcomes (König etal., 2021).
With the assistance of this relevant literature and studies, the researcher will achieve good
findings in terms of the PPST-RPMS and the teachers' competency. The study's findings will
also assist teachers in the Schools Division of Quezon in improving their teaching practices in
accordance with the Department of Education's directives.
Theoretical Framework
This study is anchored with the following theories:
Theory of Constructivism by Jean Piaget and Lev Vygotsky and the Framework for 21st
Century Learning. It was further directed to the Philippine Professional Standards for Teachers
as basis of the standards for teaching competence.

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The Theory of Constructivism represents one of the big ideas in education (Bada, 2015).
It is the leading theory in teaching and learning. It was the anchor of this study because its
objective was not to set standards but to look into probable areas for the improvement of teachers
based on the given standards aided by their learning experiences (Petalla & Madrigal, 2017).
Primarily, educational reforms aimed for all students to succeed (Bada, 2015). In the light of
these reforms, the students must be the focus of teaching. Gilis, et al. (2008) pointed out that
constructivism has shifted in pedagogy from teacher-focused to student-focused. This is the most
important contribution of constructivism in education (Bada, 2015).
Furthermore, this is also anchored on the Framework for 21st Century Learning. This
framework describes the skills, knowledge and expertise students must master to succeed in
work and life. It is a blend of content knowledge, specific skills, expertise and literacies.
Additionally, this enables the 21st century professional learning communities for teachers that
model the kinds of classroom learning that best promote the 21st century skills and the role of
teachers to teach the students (P21 Framework for 21st Century Learning, 2015).
In addition, the study is further directed to the Philippine Professional Standards for
Teachers (PPST). 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).

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Conceptual Framework
INPUT PROCESS OUTPUT OUTCOME

PPST-RPMS Compliance
 Knowledge and pedagogy
 Learning Environment
 Diversity of Learners Administering
 Curriculum and Planning
 Assessment and
Research
Reporting Questionnaire
 Community Linkages and Proposed Teacher Improved
Professional Engagement Development teachers’
 Personal Growth and
Professional Development Tabulation, Analyzing, Program competence
Teachers’ Competence and Interpretation of
 Development and the gathered data
Assessment of Different
Thinking Skills
 Adoption of New Ideas as
regards to Teaching
Methods
 Effective Classroom
Management
 Integration of ICT to
teaching
 Research Skills
DO 31, s. 2012
DO 42, s. 2017
Constructivism
Framework for 21st Century
Learning
Figure 2. Research Paradigm
Figure 2 shows the research paradigm. First box contains the input variables which
include key results area of the PPST-RPMS and indicators of the teachers’ competence. In
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addition, the researcher includes the different department orders and laws as legal bases of the
study. Moreover, the theories related to the present study is also included.
In the second box, the researcher put the process which contains the administration of
research questionnaire, data analysis, and its interpretation.
Thus, the study's product is a teacher development program that assists teachers in
teaching and learning process. The researcher anticipates that this product will promote the
continued functioning of the teachers with commitment and competence in the 21st century
teaching and learning.
Definition of Terms
The following terms are defined operationally and conceptually:
Adoption of New Ideas as regards to Teaching Methods- Accepting new methodologies and
strategies in teaching in the new normal.
Assessment and reporting- are integral parts of the teaching and learning program of all schools
and important aspects of the work of teachers and students. Assessment and Reporting
combine to support students to achieve high standards and to provide the basis for
guiding further learning, as well as informing parents about their child’s achievement.
Career and technical education- is a term applied to schools, institutions, and educational
programs that specialize in the skilled trades, applied sciences, modern technologies,
and career preparation. It was formerly (and is still commonly) called vocational
education; however, the term has fallen out of favor with most educators. Career and
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technical programs frequently offer both academic and career-oriented courses, and
many provide students with the opportunity to gain work experience through
internships, job shadowing, on-the-job training, and industry-certification opportunities.
Classroom Observation- is a formal or informal observation of teaching while it is taking place
in a classroom or other learning environment. Typically conducted by fellow teachers,
administrators, or instructional specialists, classroom observations are often used to
provide teachers with constructive critical feedback aimed at improving their classroom
management and instructional techniques. School administrators also regularly observe
teachers as an extension of formal job-performance evaluations.
Community linkages and professional engagement- It refers to the creation of learning
environments that are sensitive to the needs of the community. Show that you
understand how to create learning environments that are responsive to community
circumstances. And engagement of the parents and the wider school community in the
educational process Seek assistance concerning ways that establish ties with
parents/guardians and the wider community.
Content knowledge and pedagogy- The term gained renewed emphasis with Lee Shulman
(1986), a teacher education researcher who was interested in expanding and improving
knowledge on teaching and teacher preparation that, in his view, ignored questions
dealing with the content of the lessons taught. He argued that developing general
pedagogical skills was insufficient for preparing content teachers as was education that
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stressed only content knowledge. In his view, the key to distinguishing the knowledge
base of teaching rested at the intersection of content and pedagogy.
Curriculum and planning- The process concerned with making decisions about what to learn,
why, and how to organize the teaching and learning process taking into account existing
curriculum requirements and the resources available.
Development and Assessment of Different Thinking Skills- creating assessment tool suited for
all types of learners.
Diversity of learners- it refers to the infinite variety of life experiences and attributes a child
brings to their formal learning at school. All students with diverse learning needs have a
right to access a full and engaging education on the same basis as their peers.
Effective Classroom Management- Classroom management can be defined as the actions
teachers take to establish and sustain an environment that fosters students' academic
achievement as well as their social, emotional, and moral growth. In other words, the
goal of classroom management is not order for order's sake, but order for the sake of
learning.
Integration of ICT to teaching- ICT integration is understood as the usage of technology
seamlessly for educational processes like transacting curricular content and students
working on technology to do authentic tasks. Nowadays ICT facilitates not only the
delivery of lessons but also the learning process itself.
Learning environment- is the learning culture as well as the physical surroundings created by
teachers and pupils. It can be in the school building(s) but also outdoors, online, and
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away from school. Learning environments include the physical spaces that lessons take
place in - classrooms, studios, halls, indoor and outdoor sports facilities – and the way
other learning spaces are created and used: school play areas, local cultural venues
(theatre, gallery, museum), public outdoor areas; distance learning spaces where teacher
and pupils are not physically together: home, online collaboration spaces; the way
different learning approaches are integrated, including assessment, together with other
classroom management processes; where the teacher is the main facilitator, but also co-
creation of supportive learning environments with other staff in the school, external
practitioners, and parents; co-creation with pupils, especially as regards their sense of
safety, creativity and well-being.
Personal growth and professional development- professional development involves developing
yourself in your role to entirely understand the job you do and how you can improve. It
involves enhancing the necessary skills to carry out your role as effectively as possible
and is something that will continue throughout your working life. Effective personal and
professional development involves ensuring your knowledge and understanding of your
area of expertise for your career is always at the highest possible level. It is the
acquisition of skills and knowledge for career advancement, but it also includes an
element of personal development. Broadly speaking, it may include formal types of
vocational education or training that leads to a career related qualification. It can also
include informal training and development programs, which may be delivered on the
job in order to develop and enhance skills.

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PPST-RPMS- is being implemented in consonance with the Civil Service Commission’s (CSC)
Strategic Performance Management System (SPMS). It follows the four-phase cycle of
SPMS prescribed in CSC Memorandum Circular No. 6, s. 2012 and aims to ensure that
both teaching and non-teaching personnel focus work efforts toward achieving the
Department’s vision, mission, values, and strategic priorities. As stipulated in DepEd
Order No. 2, s. 2015 (Guidelines on the Establishment and Implementation of RPMS in
DepEd), RPMS is a systemic mechanism to manage, monitor and measure performance,
and identify human resource and organizational development needs to enable
continuous work improvement and individual growth.
Research Skills- It refers to the ability to search for, locate, extract, organize, evaluate and use or
present information that is relevant to a particular topic. Academic research is a specific
type of research: a process of detailed and methodical investigation into some area of
study.
Teachers’ Competence- are the skills and knowledge that enable a teacher to be successful. To
maximize student learning, teachers must have expertise in a wide-ranging array of
competencies in an especially complex environment where hundreds of critical
decisions are required each day. Few jobs demand the integration of professional
judgment, and the proficient use of evidence-based competencies as does teaching.
Teachers’ Compliance- conformity in fulfilling official requirements in the RPMS-PPST
including the mean of verifications (MOVs) to achieve outstanding performance.

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Chapter III
RESEARCH METHODOLOGY
This chapter discusses the research designs used in this study, the location, the population
and samples, the research instrument, the data collection procedure, and the statistical analysis of
the data collected for this study.
Research Design
A descriptive-correlational research design is used in this quantitative investigation.
According to Sousa and colleagues (2017) descriptive correlational analyses describe the
variables as well as the natural interactions that exist between and among them.
It employs descriptive design to asses the level of compliance of teachers to the PPST-
RPMS key results areas (KRAs) and the level of competence of teachers in terms of their skills.
This study, on the other hand, adopts a correlational methodology to determine the significant
relationship between teachers' level of compliance in KRAs of PPST-RPMS and their
competences.
Research Locale
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This research will be conducted in the Quezon Province. Quezon is a province in the
Philippines situated in the CALABARZON region occupying the central section of Luzon.
The province has a land area of 8,743.84 square kilometers or 3,376.02 square miles. Its
population as determined by the 2020 Census was 1,950,459. This represented 12.04% of the
total population of the CALABARZON region, 3.14% of the overall population of the Luzon
Island group, or 1.79% of the entire population of the Philippines. Based on these figures, the
population density is computed at 223 inhabitants per square kilometer or 578 inhabitants per
square mile.
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Figure 1. Map of Quezon Province
Research Population and Sample
The researcher uses stratified random sampling technique. Stratified sampling is a
probability sampling method that is implemented in sample surveys. The target population's
elements are divided into distinct groups or strata where within each stratum the elements are
similar to each other with respect to select characteristics of importance to the survey.
Stratification is also used to increase the efficiency of a sample design with respect to survey
costs and estimator precision. In this article, the foundations of stratified sampling are discussed
in the framework of simple random sampling (Abadi, 2022). Topics include the forming of the
strata and optimal sample allocation among the strata.
Respondents for this study will be drawn from the ten municipalities of Quezon's 4th
legislative district. All high school names, regardless of size, shall be placed in a jar. The
researcher then chose one school in each municipality to be the respondents' school for this
study.
Research Instrument
A self-constructed research questionnaire is the main instrument to be employed by the
researcher. The questionnaire is divided into two parts, to wit:

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Part I: Level of Compliance of Teachers in PPST-RPMS
Part II. Level of Competence of Teachers
Research questions for part I and part II will come from the review of related literature
and studies.
Data Gathering Procedure
The researcher will construct a two-section questionnaire. An expert team will assess the
questionnaire's content. The ideas and views of these experts will be evaluated and incorporated
into the research questionnaire. It will be submitted to the professionals who assessed the
research questionnaire again after including all comments and suggestions. Following expert
clearance, the self-created research questionnaire will be assessed for validity and reliability.
Furthermore, the self-created study questionnaire will be validated and proven to be
reliable. It will be given to 20 non-respondents before being Cronbach Alpha graded. Prior to its
execution, the questionnaire's results will be provided to the research adviser and statistician. The
researcher will then submit a letter requesting that the study be conducted in the Quezon Schools
Division. The researcher then obtains a division memorandum to include the target school
respondents as research participants. To simplify answer consolidation, a Google link will be
included in request letters from the office of schools division superintendent. All
communications will be linked to the researcher's Google connection. The information gathered
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will be kept strictly observed by the research and following the provisions in the Philippine Data
Privacy Act of 2012.
Statistical Treatment of Data
The data to be gathered in this study will be treated using different statistical tool.
To determine the level of the level of compliance to the PPST-RPMS and the level of
teachers’ competence, the researcher employs weighted mean. The formula is:
x=
∑ fx
N
where: x – weighted mean
∑ fx – summation of frequency multiplied by assign value
N – sample size
To interpret the weighted mean, the following continuum will be used:
Assigned Value Scale Quantitative Description Code

5 4.21-5.00 To a Very Much Extent TVME
4 3.41-4.20 To a Much Extent TME
3 2.61-3.40 To a Moderate Extent TMDE
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2 1.81-2.60 To a Less Extent TLE

1 1.00-1.80 To a Least Extent TLSE
To determine the significant relationships between and among the variables, Pearson’s’
Product Moment of Correlation will be employed. The formula is:
To interpret the results of Pearson’s’ Product Moment of Correlation, the following
continuum will be used:
Size of Correlation Interpretation

±1.00 Perfectly positive/ negative correlation
±0.90 – 0.99 Very high positive/ negative correlation
±0.70 – 0.89 High positive/ negative correlation
±0.50 – 0.69 Moderately positive/ negative correlation
±0.30 – 0.49 Low positive/ negative correlation
±0.01 – 0.29 Negligible correlation
0.00 No correlation at all
To determine the significant difference between the assessment of teachers and school
heads in the extent of compliance of teachers in Schools Division of Quezon to the PPST-
RPMS, the researcher used analysis of variance. The formula is:

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MARINDUQUE STATE COLLEGE

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS RESULTS-BASED

PERFORMANCE MANAGEMENT SYSTEM AND THE TEACHERS’ COMPETENCE

IN SCHOOLS DIVISION OF QUEZON: BASIS FOR TEACHER PROFESSIONAL

THE PROBLEM AND ITS BACKGROUND

This chapter provides an overview of the study, providing important background

industry. This also provides as a preview of the study's findings.

practitioners in the field of education who teach a variety of curriculum areas.

teachers' characteristics. Cognitive competences involve the teacher's self-cognitive, learner

collaborative interactions with students, classrooms, schools, and society.

These teachers' competencies must include effective development and assessment of

using a program known as the Results-Based Performance Management System (RPMS).

publicly validated to complement reform activities on teacher quality. Department of Education

across all stages of a teacher's career.

Establishment and Implementation of the Results-based Performance Management System

(RPMS) in the Department of Education," in response to Civil Service Commission

monitoring, evaluating, and planning future progress.

work ties in with the aims of their work unit.

Meanwhile, teachers' skills might be characterized as either distinctive or scientific. The

former refers to instructors' capacity to successfully implement suitable classroom management

strategies with the following orientations: student-oriented authoritarian, student-oriented and

intimacy oriented, subject-oriented and intimacy oriented, and subject-oriented authoritarian

psychology, teaching methods, new communication strategies, social psychology, and

communicating results to students, as well as an understanding of the entire teacher-cognition

occupational expertise in addition to their general knowledge and communication abilities.

Teachers recognizes the importance of professional standards in teachers' continuing

adaptable (San Buenaventura, 2019).

According to Gepila (2020), if teachers have professional competencies, they will

sources and data validity.

Philippine Professional Standards for Teachers Results-Based Performance Management System

Statement of the Problem

1. What is the extent of compliance of teachers in Schools Division of Quezon to the

PPST-RPMS in terms of:

1.1. Content knowledge and pedagogy;

1.2. Learning environment;

1.3. Diversity of learners;

1.4. Curriculum and planning;

1.5. Assessment and reporting;

1.6. Community linkages and professional engagement; and

1.7. Personal growth and professional development

as assessed by teacher themselves and school heads?

2.1. Development and Assessment of Different Thinking Skills;

2.2. Adoption of New Ideas as regards to Teaching Methods;

2.3. Effective Classroom Management;

2.4. Integration of ICT to teaching; and

2.5. Research Skills?

3. Is there a significant relationship between teachers' compliance with the PPST-RPMS

and their level of competence in the Quezon Schools Division?

the extent of compliance of teachers in Schools Division of Quezon to the PPST-

as 21st Century Teachers?

1. There is no significant relationship between teachers' compliance with the PPST-RPMS

and their level of competence in the Quezon Schools Division.

the extent of compliance of teachers in Schools Division of Quezon to the PPST-RPMS

Significance of the Study

management division, in developing policy for the implementation of PPST-RPMS to

solve concerns with teacher competency.

personal growth, improve instructional methodologies, and even stakeholder

their best all of the time.

and potential solutions to problems found in enhancing their performance.

conducting similar studies on improving performance of the teachers.

Scope and Delimitations of the Study

Division Office of Quezon as respondents of the research study.