ABSTRACT
This study sought to determine how the senior high school teachers in both public and private schools are competent according to the seven domains of the Philippine Professional Standard for Teachers. Likewise, this study sought to find out which of these domains do teachers need to enhance and what to be given priority for the SHS teachers policy manual development.
Majority of the public senior high school teachers are within 25-30 years old age bracket, regular permanent, Teacher II and Teacher, 3 years in teaching, Bachelor’s degree holders, having specialization on social science and TVL-Automotive and only 37 teachers with 5 years and below teaching experience are teaching in public schools. On the other hand, most of the private senior high school teachers are within a 25-30 years old age bracket, contactual, Teacher I and 2 years in teaching, Bachelor’s degree holders, having a specialization in english and only 62 teachers with 5 years and below teaching experience are teaching in private schools. The senior high school teachers level of competencies of both public and private city schools of Antipolo is very satisfactory. There is a significant difference in the level of competencies among the public and private senior high school teachers in terms of their age, employment status, total number of years in teaching and area of specialization. However, there is no significant difference between the public and private senior high school teachers level of competencies in terms in their sex, position, highest degree obtained and type of school. There is a significant relationship between the demographic profile of the respondents and the level of competencies in the attainment of the objectives on knowledge and pedagogy, curriculum and planning, community linkages and professional engagement while there is no significant relationship between the demographic profile of the respondents and the level of competencies in the attainment of the objectives on learning environment, diversity of learners, assessment and reporting, personal growth and professional development.
The study may help SHS teachers on forming and organizing self-professional development programs. Senior High School Students may become the recipients of whatever the teachers have to do in accordance with what are mandated in the Philippine Professional Standard for Teachers (PPST) in the country. Parents and other stakeholders may be given information about how their children are doing in school through appropriate assessment and reporting. Senior high school administration may be able to create a scheme for a simplified implementation of PPST. The result of the study may be of use for faculty development planning to improve academic performance and behavior of the students. DepEd’s policy makers and educational planners may be given ideas to revisit and simplify existing policy on the implementation of the Philippine professional standard for teachers. Future researchers may use the data of this study for the related studies.