ABSTRACT
This research study determined the instructional competence of the teachers at Cabangan High School, Schools Division of Legazpi City during the period from SY 2019-2020 to SY 2021-2022. It specifically explored the teachers’ performance using the Department of Education’s PPST-based RPMS along the following domains of the Philippine Professional Standards for Teachers: Content Knowledge and Pedagogy, Learning Environment and Diversity of Leaders, Curriculum and Planning, and Assessment and Reporting shedding light on both strengths and areas in need of improvement.
The level of instructional competence of Cabangan High School teachers is Very Satisfactory as reflected by the consistently high ratings obtained across the identified domains of the PPST. Notably, teachers demonstrated their highest competence in Content Knowledge and Pedagogy, showcasing the teachers’ strong foundation in subject matter expertise and effective teaching methods. Additionally, the very satisfactory ratings in Learning Environment and Diversity of Learners, Curriculum and Planning, as well as Assessment and Reporting, highlight the teachers' ability to create inclusive learning environments, align instructional plans with curriculum requirements, and adeptly assess and report on student progress. Nonetheless, there are certain PPST strands in every domain where the teachers performed averagely and should get priority consideration.
By determining the teachers’ instructional competence and recognizing the challenges they encountered, the study seeks to inform the development of targeted interventions aimed at fostering continuous professional growth. The proposed educational leadership and management project aims to elevate the instructional competence of the teaching faculty, fostering an environment conducive to sustained instructional excellence within the educational institution.
Keywords: instructional competence, PPST domains, curriculum and planning, educational leadership, management
INTRODUCTION
The quality of teachers forms the bedrock of quality education, serving as a cornerstone for fostering student learning and achievement. The multifaceted nature of teaching requires educators to possess a diverse array of skills, knowledge, and attributes to effectively engage and support students in their academic journey. Through a deeper understanding of teachers' competence, we gain insight into the complex dynamics of teaching and learning, paving the way for informed strategies to enhance teacher effectiveness and elevate the quality of education.
Teachers' instructional competence, as highlighted by Barnuevo et al. (2012) and cited by Golingay (2018), includes subject-matter expertise, teaching proficiency, classroom management, and assessment skills, all of which significantly impact students' academic progress. This competence, defined by Guerriero & Revai (2017), involves mobilizing psychosocial resources to meet complex demands in specific settings. Quality teaching emphasized in DepEd Order No. 42 of 2017, necessitates educators with high qualifications, competence, and dedication, as noted by Sugiharti (2016). Barnuevo et al. (2012) as cited by Golingay (2018) underscores the importance of teacher aptitude and devotion, while Haider et al. (2015) assert that professional standards are crucial for enhancing teacher quality and teaching methods.
The Department of Education implemented the Philippine Professional Standards for Teachers (PPST), which emphasizes a commitment to lifelong learning, and serves as the basis for teacher performance evaluations through its Results-Based Performance Management System (RPMS). These standards for teachers serve as a comprehensive framework outlining the benchmarks of teacher quality within the country, as noted by Gonong et al. (2017). Essentially, the PPST functions as a public statement delineating the requisite knowledge, skills, and abilities educators should demonstrate. These standards are structured around four distinct career stages: Beginning, Proficient, Highly Proficient, and Distinguished. Furthermore, teacher performance assessments must also be in line with the PPST, which “shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to implement the K to 12 Program,” as stated in DO No. 42, series of 2017.
The PPST-based Results-Based Performance Management System (RPMS), rooted in the National Competency-based Teacher Standards (NCBTS), incorporates the seven Domains of the Philippine Professional Standards for Teachers, comprising a total of 37 Strands with specific Indicators tailored to the teacher's career stage. Annually, the Department of Education (DepEd) sets priority performance indicators aligned with its general outputs or outcomes. Initially, 12 performance indicators introduced in SY 2018-2019 were reused in SY 2019-2020 to address ongoing concerns. In SY 2020-2021, amid COVID-19 disruptions, DepEd reevaluated its performance metrics and utilized 11 indicators tailored to local teaching and learning conditions, ensuring alignment with COVID-19 guidelines and regulations. The remaining indicators were subsequently utilized in SY 2021-2022.
Moreover, throughout the initial three-year implementation period of the PPST-based RPMS from SY 2019-2020, 2020-2021, and 2021-2022, educators confronted unparalleled challenges exacerbated by the peak of the COVID-19 pandemic. Hence, in assessing the instructional competence of teachers, these challenges lead to the identification of certain PPST Domains as less relevant due to the shift to remote learning, which limited opportunities for teachers to engage with their communities and participate in traditional professional development activities. Additionally, the unprecedented demands placed on educators, including increased workload and technological challenges, may have limited the time and resources available for activities related to community engagement and personal development, leading to a temporary de-emphasis of these domains in favor of more immediate concerns related to remote instruction and student support.
Cabangan High School, situated in the Schools Division of Legazpi City, Albay, had 58 Junior High School teachers with permanent positions as Teachers I, II, and III in 2022. Utilizing the PPST-based RPMS, these teachers achieved an average numerical rating of 4.505 for the academic years 2019-2020, 2020-2021, and 2021-2022, resulting in an adjectival rating of "Outstanding." This denotes a high level of achievement and commitment in terms of quantity and time, technical expertise and knowledge, inventiveness, originality, initiative, and performance. According to De Leon-Abao (2014), students’ academic progress is greatly influenced by the instructional competence of their teacher. However, despite this outstanding rating, the school's academic performance from 2019 to 2022 yielded an overall average final rating of 82.64, categorized as "Satisfactory" according to the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (DepEd Order No. 8, s. 2015). This suggests a disconnect between teachers' performance and its impact on student academic achievement.
Furthermore, this highlights the need for a comprehensive approach to education, considering both teacher performance and its impact on student outcomes. It underscores the importance of aligning assessment practices with educational standards and goals, acknowledging the gap between current teacher performance and the objective of enhancing student achievement. Whitehurst et al. (2014) emphasize the necessity of meaningfully evaluating teacher performance to ensure students have access to excellent educators. Therefore, continuous improvement in teachers’ competence is crucial for maintaining high educational standards and enhancing the quality of services provided by schools.
While several studies have investigated instructional competence among educators, there remains a significant gap in understanding the specific context of instructional competence among secondary school teachers within the Schools Division of Legazpi City, especially during the peak of the COVID-19 pandemic. This study seeks to address this gap by assessing teachers' instructional competence using specific domains of the Philippine Professional Standards for Teachers (PPST) and identifying the challenges encountered within these domains. By conducting a comprehensive analysis, the study aims to provide valuable insights and recommendations that can inform educational leadership and management initiatives. These initiatives will be geared toward enhancing or maintaining teachers' instructional competence, ensuring that educators are well-equipped to meet the evolving demands of teaching, particularly in times of crisis.
Therefore, this undertaking can be considered a blueprint for new knowledge and an additional document that complements the existing body of knowledge concerning the variables involved in the study. Through rigorous inquiry, data analysis, and interpretation, this research aims to elucidate the complexities of instructional competence among secondary school teachers. By providing meaningful insights, the study seeks to inform educational policies, practices, and professional development initiatives in the local context. It is in this context that the researcher decided to conduct this study. The urgency to understand and improve teacher competency in instruction motivates this research.
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