Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 11 (2025)

Mapping the Path: Tracing Teacher Career Trajectories Towards Professional Teaching Standards

Michael Angelo A. Legarde

Discipline: Teacher Training

 

Abstract:

In the dynamic landscape of education, the quality of teaching re-mains a fundamental determinant of student success. Understanding teachers’ competence across multiple professional domains not only highlights their strengths but also identifies gaps that may limit in-structional effectiveness and student learning outcomes. This study aims to examine the competence of public school teachers in the Phil-ippines across the seven domains of the Philippine Professional Standards for Teachers (PPST), with the goal of identifying both areas of excellence and opportunities for professional growth. Employing a descriptive cross-sectional research design, the study surveyed 300 teachers from a range of large and small public secondary schools in Palawan, Philippines. Data were collected using a structured ques-tionnaire aligned with the seven PPST domains and analyzed using mean scores to determine the levels of teacher competence. Results indicate that teachers generally demonstrate high to very high com-petence, with particular strengths observed in content mastery, class-room management, and professional commitment. Conversely, lower ratings were noted in domains such as differentiated instruction, ac-tively seeking feedback, and implementing innovative teaching prac-tices, signalling the need for targeted interventions. These findings underscore the importance of focused professional development pro-grams that address specific areas of need, thereby fostering a more balanced, effective, and innovative teaching workforce. By addressing these gaps, policymakers and educational leaders can enhance teach-ing quality, ultimately supporting improved student learning out-comes and advancing the overall standards of Philippine public education.



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