Professional Teaching Standards Research Articles

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

It mainly examined supervisory competence of school heads and teachers’ performance. Determined the level of school heads’ supervisory competence in instructional supervision, professional and motivational competence; managerial behavior advocating competence of school heads in planning, implementing, monitoring, evaluating and supporting. For teachers’ performance, focused on the mastery of content, facilitation of learning, learning environment, diversity of learning, learning support, classroom management, and teaching strategies. Used descriptive – correlation design. Systematic random sampling was employed for respondents. Research instrument was based on the Philippine Professional Standards for Teachers (DO # 42, s. 2017). Statistical processes used were for mean and weighted mean. For the hypotheses, it used Pearson Product Moment Correlation and regression analysis. It reveals that, school heads were highly competent in supervision and very competent in managerial behaviors. Teachers had very satisfactory performance in all parameters. There was a significant relationship between school heads’ supervisory competence and teachers’ performance. Likewise, significant relationship between managerial behavior and teachers’ performance existed all in sub-variables with slight to low correlation of parameters contributed to the teachers’ satisfactory performance. The more the school heads give much focus on the professional development of teachers, the higher the teachers tend to enhance their professional.

Competency of Senior High School Teachers in Assessment and Reporting in Goa District, Philippines

This study investigated the competency of teachers in assessment and reporting. This involved the forty-five Senior High School teachers in the public secondary schools in the Department of Education (DepEd), Division of Camarines Sur, Goa District, Philippines. A survey questionnaire was utilized to gather data from the respondents on which strands and indicators were rooted in the Philippine Professional Standards for Teachers (PPST). The study results showed that teachers possessed a Moderately High Level of Competency in all strands along with assessment and reporting. The results further revealed a significant difference between teachers’ competency and demographic profiles when they are grouped according to their educational attainment and status of employment. It recommends that teachers should engage in professional development to continuously increase their knowledge and improve their teaching competencies to do better in their teaching profession.

Firefighters or deputy lead learners? Organizational, deputy and principal in-situ perspectives on the role of secondary deputy principals

ABSTRACT There is a dearth of research examining secondary school deputy principals’ in situ educational leadership practices. This study explores deputies’ educational leadership and engagement with the Australian Professional Standards for Teachers (benchmarking standards). Interviews with seven system and policy leaders from regulatory and jurisdictional organizations provided background for interviews with five principals, 11 deputies and analysis of 24 school documents in five schools. Although sensitive to instructional and transformational leadership, this qualitative study is primarily inductive and sought understanding of deputies in diverse school contexts. Thematic analysis provided insight into contextualized leadership practices through an Australian secondary deputy lens. A spectrum of educational leadership was often hampered by managerial responsibilities. Opportunities for practicing instructional and transformational leadership varied and were often constrained by socialization into the deputy role and a Taylorist approach to role allocation. System and policy leaders identified the importance of deputy engagement with ‘the Standards’, but in-school engagement depended largely on individual schools allocating deputies’ duties. Findings illustrate how instructional and transformational leadership theories do not always address deputies’ onsite practice and require integration with organizational and socialization theories. These five schools revealed heavy dependence on school context, historical conventions and local socialization into deputy roles.

Recruitment Policies for Primary School Educators and National Professional Standards: A Qualitative Analysis

A successful recruitment policy ensures the selection of competent and qualified teachers for the education as well as the overall development of students. Primary education is the foundation of the entire education system. but unfortunately, Pakistan stands at a very low position among other countries of the world in Primary Education. The lack of competent teachers is a major issue in Pakistan. This study was designed to analyze the alignment of recruitment policies for primary school educators in Punjab according to eight indicators that were derived from the National Professional Standards for Teachers in Pakistan. This study was qualitative, so, firstly, the alignment of recruitment policies of 2018 and 2022 with National Professional Standards was analyzed through document analysis. Secondly, members of the district recruitment committee were interviewed to explore the assessment criteria of selection for primary school educators. Trustworthiness was ensured with data source triangulation. The findings revealed that recruitment policy is not aligned with National professional standards for teachers. The interview process for the selection of primary educators needs to be strengthened for the evaluation of future educators.

IMPACT OF CLASSROOM OBSERVATION TOOL AND RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM ON ELEMENTARY SCHOOL TEACHER PERFORMANCE

This literature review explores the implications of utilizing the Classroom Observation Tool (COT) and Results-Based Performance Management System (RPMS) on teaching performance among educators in public elementary schools. The COT serves as a structured instrument for assessing classroom activities, while the RPMS provides a framework for evaluating teacher performance based on professional standards. Through a comprehensive analysis of existing research and policy documents, this review examines the impact of these systems on teaching effectiveness and student outcomes. Research indicates that the systematic use of the COT allows educators to identify areas of strength and growth in their teaching practice, leading to targeted professional development interventions. Additionally, the integration of the RPMS ensures alignment between teacher assessments and professional standards, promoting accountability and continuous improvement in teaching practice. Studies have shown that educators who participate in regular classroom observations and performance evaluations experience enhanced job satisfaction and morale, leading to greater retention and commitment to their profession. Moreover, the implementation of these systems has been associated with improvements in student learning outcomes, as teachers are better equipped to meet the diverse needs of their students. However, challenges such as resource constraints and resistance to change may hinder the effective implementation of these systems. Moving forward, further research is needed to explore the long-term impact of the COT and RPMS on teaching performance and student achievement. Overall, this literature review highlights the importance of incorporating systematic observation and performance evaluation mechanisms into teacher professional development initiatives to promote continuous improvement in teaching practice and enhance student learning outcomes in public elementary schools.

Teachers’ Competence and Learners’ Academic Performance

Teachers are the nation's development catalysts. They enable the country to generate and nurture learners who could propel it forward and lead to development. This paper aimed to determine the level of teachers’ gained information on Philippine Professional Standards for Teachers (PPST) and its relation to their learners’ academic performance. The independent variable is on teachers’ gained information on PPST Domains through In-Service Training in terms of Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development while the dependent variable is the learners’ academic performance. This study was conducted at West City Central School in the Division of Cagayan de Oro City. The researcher used the convenience sampling technique and a descriptive-correlational with content analysis research design and employed an adopted questionnaire given to teachers (n=161) while data analysis of learners’ (n=701) academic performance was gathered. The collected data were analyzed and interpreted using descriptive and inferential statistical tools such as frequency and percentage, mean and standard deviation, and Pearson product moment correlation coefficient. Results revealed that the level of teachers’ gained information on PPST domains was at Very High Level of Information while the learners’ academic Performance was at Very Satisfactory Level. Moreover, Teachers’ gained information on PPST domain was significantly correlated with the learners’ academic performance. Thus, it is recommended that schools may provide more trainings and information drive on the PPST Domain Community Linkages and Professional Engagement as it will provide ideas, guidance and assistance for teachers so that they can fully perform well in all of the PPST domains and improve learners’ academic performance.

Competencies in Higher Education and the Labor Market: A Sociocognitive Analysis of the Problem of Integration

Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector. Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested. Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals). Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.

TEACHING PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM MOBILE TEACHERS ASSIGNED IN DAVAO CITY COMMUNITY: METHODS AND STRATEGIES IN FOCUS

This study aims to discover the teaching performance of the Alternative Learning System Teachers assigned in Davao City community whose teaching methods and strategies are in focus. This study would somehow trace the significant role of ALS teachers in the institution as they communicate knowledge in a specific subject, help students grow to the fullest, develop a proper attitude, and unfold their personality. This notion of teachers is deemed universal and consistent all over the world. This study may help to develop different pedagogies and relationships between ALS teachers and to enhance teacher’s competence; achieving school goals to teachers performance in selected ALS schools in Davao City. This may also serve as the basis for improvement. Moreover, in the Philippine context, the Code of Ethics for Professional Teachers and the Philippine Professional Standards for Teachers specifically mandate educators to be equipped with technical and professional competence and possess dignity and reputation with high moral values. In other words, high standards are set for ALS teachers. According to American Educational Research Association (1999) unspoken pressure for them to continually put their best foot forward and maintain a dignified image in society. The criteria for selecting participants were specified and appropriate for this case study. The primary population for this case study originated from the Alternative Learning System teachers. The participants for this study were purposefully selected because, selecting the right participants and building working relationships with them can make or break a qualitative study. KEYWORDS: teaching performance, teachers, methods, strategies, alternative learning

Race-conscious professional teaching standards: Where do the states stand?

Education policymakers have long sought to reduce persistent achievement disparities between students of color and White students with varying levels of success. Understanding the different needs and obstacles faced by students and families of color is important given educating all individuals for our future U.S. society is a priority. Educational policy should reflect the assumption that race matters and continues to impact educational opportunity. This paper argues that race-conscious professional teaching standards could extend the structural boundaries of teacher practice when working with racially, culturally, and linguistically diverse students. Using discourse analysis to analyze the deeper meanings of selected states’ teaching standards in different sociopolitical contexts, this paper describes the challenges and opportunities for infusing race-conscious perspectives in teaching standards. Implications for how states’ teaching policy language actively creates and builds teaching and learning environments are discussed.

Professional Standards and Quality Concern in Teacher Education

The National Education Policy 2020 (NEP 2020) of India aims to revamp the education system and lay a roadmap for a progressive educated country. The policy recommends moving the teacher education system into multidisciplinary colleges and universities, with a four-year integrated B.Ed. program becoming the minimum degree qualification for school teachers by 2030. A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022. The National Education Policy 2020 in India aims to improve the quality of teacher education by addressing quality concerns such as outdated curriculum, lack of subject-specific training, and ineffective teaching methods. Key provisions include a four-year integrated teacher education program, standardized teacher eligibility tests, and technology integration. To successfully implement the policy, collaboration between the government, teacher education institutions, and stakeholders is essential. Key reforms include ongoing continuing professional development, strengthening accreditation processes, developing mentorship programs, and promoting global exposure.

A Review of Classroom Assessment Practices with Special Reference to National Professional Standards for Teachers in Peshawar (Pakistan)

The problem under study was to review classroom assessment practices with special reference to national professional standards for teachers in Peshawar (Pakistan). This study will help to find gap assessments and provide useful information and guidelines for improvement. The population of the study comprised all boys' secondary school teachers working in the district of Peshawar. A sample of 392 (secondary school teachers, 148 from urban & 244 from rural) was selected through random sampling with the help of the Raosoft sampling calculator. The main objectives of the study were to determine the secondary school teachers' understanding of the national professional standards for teachers in Khyber Pakhtunkhwa. To find out the secondary school teachers' classroom assessment practices in the light of national professional standards for teachers in Khyber Pakhtunkhwa. A self-made questionnaire was used as a data collection tool, having a five point Likert scale by descriptive analysis and inferential analysis consisting of independent T-tests were used to summarize the responses. Most secondary school teachers needed more knowledge and understanding of the NPSTs and acknowledged their potential inadvertent non-compliance in the classroom. Although newly appointed teachers demonstrated more positive outcomes in terms of their familiarity and comprehension of national professional standards for teachers. It was recommended that for effective implementation of NPST, in-service teacher programs. To cope with new challenges in the field of education, NPST would review, improve and contextualize the latest trends and theories in the field of education.

Becoming a Change Agent: Residency as Pathway to Accomplished Teaching

A change agent is a person equipped to transform their environment meaningfully. This qualitative survey study examined the extent to which graduates of residency-based teacher education programs act as change agents across different stages of a career. The qualitative survey study used convenience sampling to gather data from 23 alumni of a full-year, graduate, residency-based teacher education program. Participants responded to questions aligned with the National Board for Professional Teaching Standards to determine how the residency program prepared graduates to be agents of change in their learning communities. Qualitative data was analyzed using a constant comparative method. Results indicated that alumni become agents of change, but this level of professionalism takes more than ten years to develop.

Professional Standards for Teachers Landscape in the Standpoint of Teaching Profession: Insight from Higher Education Institution (HEI) Instructors

This descriptive research explores the insights of the instructors in the Higher Education Institution (HEI) about the professional standards for teachers along with the domains to identify the level of their proficiency. There were eighty-four instructors who served as participants in College of Education of Ifugao State University. Survey questionnaire and interview guide questions were utilized in this study to determine the proficiency level and challenges in the implementation of professional standards for teachers. Mean was used in the descriptive statistics while thematic analysis was utilized in the qualitative part. Relevant findings stressed the importance of customized professional development, long-term faculty evaluation, cultural sensitivity, and community and personal involvement. Effective and engaging training methods, feedback, and efficient resource allocation are vital for faculty development. As to the challenges, three distinct themes were derived as to the following: failure to adhere to guidelines, poor administrative supervision; and lack of training and technical assistance. The research output aimed to intensify instructors’ delivery of quality instruction and governance, to provide valuable guidance to improve faculty performance, and to cater to instructors’ diverse needs along with professional standards.

Trends in vacuum and forceps delivery in teaching hospitals and academic health systems in West Java, Indonesia: A retrospective study.

Recently, there has been a decline in the use of vacuums and forceps. This is due to complications that occur in the mother and baby as well as the operator's ability to operate the instruments. Concerning Professional Education Standards for Obstetrics and Gynecology Specialists, the minimum skill that must be achieved by vacuum extraction and forceps is a minimum of five cases. This is difficult to achieve with the number of obstetrics and gynecology residents in West Java. A retrospective study was conducted using medical records based on the International Classification of Disease 10th Revision from 1 to 28 February 2023 at teaching hospitals and Academic Health System in West Java, namely Hasan Sadikin Hospital, Al-Ihsan Hospital Bandung, and Cikalong Wetan Hospital West Bandung, in the period 1 January 2018 to 31 December 2022. The main outcome was vacuum and forceps extraction with consecutive sampling. The relationship between maternal characteristics such as maternal age, parity, gestational age, and indication for delivery with vaginal operative delivery was descriptive statistics analyzed using IBM SPSS Statistics 26. Trends indicate that the percentage of vaginal operative deliveries tends to be low, below 5%. Vacuum deliveries decreased from 0.75% in 2018 to 0.68% in 2022, while forceps deliveries decreased from 2.77% to 0.98% over the same period. This study concludes that there was an insufficiency of vacuum extraction and forceps delivery cases at the teaching hospital and Academic Health System in West Java to achieve a minimum case of vacuum and forceps. Further research studying how educational interventions improve operative delivery skills might be considered.

Experience of Knowledge Sharing Among the Teachers in Higher Education

Knowledge sharing experience among teachers in higher education practice is important now a days. This study aims at exploring the experiences of the knowledge-sharing process among teachers in a higher education institution. It highlights teachers' professional experience professionally in knowledge sharing. Social-constructivist perspectives and phenomenological study frameworks are used. Data was collected by conducting in-depth interviews with two people from a college under Tribhuvan University, an institution of higher education. Data were analyzed by coding, creating themes, showing interrelationships, and reasoning. Results show that institutional culture and politics, teacher rewards, beliefs, status, and professional ethics and standards influence decisions to share or withhold knowledge with some teacher colleagues. The outcomes focus on professional conditions, political influences, and incentives all have a significant impact on knowledge sharing, with institutionalized processes and hierarchies affecting the willingness of educators to share expertise. Trust and ethical considerations are also important, with trust and perceptions of ethical standards affecting active involvement and cooperation. This study recommends that knowledge sharing is a productive topic to carry out research in the future.

A comparative study of public and working folks grammar schools in Khyber Pakhtunkhwa, Pakistan in light of the national professional standards for teachers at secondary level

The main objective of this study is to review and compare the awareness and teaching practices of Public and Working Folks Grammar School (later WFGS) teachers in the light of National Professional Standards (later NPST). The study population consisted of all female Secondary School Teachers (later SST) of Peshawar, Nowshera, Charsadda, and Mardan districts in Khyber Pakhtunkhwa, Pakistan. This is a quantitative research study. A sample size was limited to 200 SST by using the random sampling technique. The study is delimited to three standards, i.e., subject matter knowledge, planning, instructional strategies, and assessment. The percentages, frequencies, and sample t-tests are used for data analysis. The findings reveal that more than 50% of the SSTs in both types of schools are aware of NPST, but the number is higher in WFGS compared to public schools. The teachers perceived that these standards have a significant role in developing professionalism. Based on the evaluation of data and the existing teaching practices, raising awareness among the teachers about the importance and practical implementation of NPST is obligatory. It is highly recommended that proper training programs and workshops should be conducted to train the teachers according to NPST.

Pre-Service Teacher Competence in a Teacher Education Institution

This study aimed to describe the level of competence of pre-service teachers of Camarines Norte State College College of Education in terms of the Philippine Professional Standards for Teachers (PPST) and the significant relationship between their academic performance and level of competence. The study employed the descriptive-correlational research design. Data used in this study came from a survey of BSEd and BEEd pre-service teachers (n=125) and cooperating teachers (n=125) in Camarines Norte, Philippines. A questionnaire consisting of the specific indicators of the PPST was the main data-gathering instrument. The study revealed that the pre-service teachers had an advanced level of competence in Content Knowledge and Pedagogy, Learning Environment, Curriculum and Planning, Community Linkages and Professional Engagement, Personal Growth and Professional Development, and above average level of competence along Diversity of Learners and Assessment and Reporting domains of the PPST. Policies and programs were proposed to improve the level of competence of the pre-service teachers.

TEACHERS’ PROFESSIONAL SKILLS AND THEIR CORRESPONDING SCHOOL CLIMATES: A COMPARATIVE ANALYSIS OF PROFESSIONALLY QUALIFIED AND NON-QUALIFIED TEACHERS

This research study gives a comparative analysis of professionally qualified and non-qualified teachers (PNQTs) regarding their professional skills and their relevant school climates. The quantitative, causal-comparative design was suitable to determine professional qualification as a cause of varying school climates. The data was collected from 112 teachers (56 PQT and 56 PNQT) and their 224 students from public schools of Punjab province. One observation sheet to measure teachers’ professional skills and one questionnaire on the Likert scale were developed to measure school climates. The observation sheet was derived from National Professional Standards for Teachers (NPSTs) in Pakistan and school climate was based on four domains given by Wang and Degol (2016). These instruments were validated by calculating CVI and reliability was ensured to greater than 0.7 Cronbach Alpha. Descriptive (Mean, SD) and inferential statistics (t-test and correlation) were employed for data analysis. The results revealed PQTs exhibit better skills under seven delimited standards of NPSTs including subject matter knowledge, human growth and development, Islamic and ethical practice, instructional planning, assessment, learning environment, and collaboration in schools than PNQTs. However, diversity has been found in the skills and school climates of PNQTs indicating a varying effect of professional qualification. There is enough empirical evidence that professional education may be a pre-requisite for teachers’ appointments in Punjab School Education Department.

Pre-Service Teachers’ Perceptions on Their Professional Identity Development (PID)

This research is focused on the perceptions of the pre-service teachers’ Professional Identity Development (PID). The respondents included 16 pre-service teachers from a private teacher education institution. It employed a descriptive narrative design with the qualitative method of collecting data using interview questionnaire and focus group discussion guideline as instruments. The findings showed all the shared experiences were perceived to be contributory to the development of the professional identity of the Pre-service Teachers (PTs) in the competencies stipulated in the Philippine Professional Standards for Teachers (PPST). Results of the interview done individually and as a group revealed how PTs perceived their professional identity development, which is essentially like the competencies of Stage 1 (Beginning Teacher). These include 1) Exhibiting mastery of concepts and pedagogy; 2) Effectiveness in communicating concepts; 3) Proficiency in information and communication technology (ICT) utilization; 4) Creating safe and conducive learning environment (classroom management); 5) Flexibility with the diverse learners; 6) Efficiency in lesson planning; 7) Consistency in reporting and monitoring learners’ progress; 8) Actively collaborating with colleagues and participating in the school community; and 9) Pursuing of continuous professional development. It proposes up-skilling and re-skilling of pre-service teachers which will all lead to the formation of a competent beginning teacher in the 21st century.

Articulation and implementation of professional standards for teachers in teacher education institutions

This study determined the constructions of administrators and teachers in the articulation and implementation of the Philippine Professional Standards for Teachers (PPST) in teacher education institutions. A qualitative descriptive approach was employed to explore the narratives of the 20 purposively selected participants from the five higher education institutions in Cebu. Coding and categorization of participants' vignettes, following Clarke and Braun's (2014) thematic analysis model, resulted in five indexed themes: neediness not readiness, tenacity, and supportability, challenged but not frustrated, receptivity and positivity, and responsibility and accountability. Points of convergence and divergence were also identified from the TEIs articulation and implementation of PPST. The rationalization attached to integrating the beginning teacher indicators in the teacher education curriculum provides input on establishing contextualized, professional development initiatives for teacher quality. As such, forging partnerships between and among teacher education institutions through curriculum quality audits may be considered.