Assessing Teachers&rsquo; Pedagogy, Curriculum and Assessment Adherence to Philippine Professional Standards for Teachers

Analie  S. Cordero,; Nick John  B. Solar,

Assessing Teachers’ Pedagogy, Curriculum and Assessment Adherence to Philippine Professional Standards for Teachers

Abstract:

This study examined the level of adherence of public school teachers to the Philippine Professional Standards for Teachers (PPST), with a specific focus on the domains of content knowledge and pedagogy, curriculum and planning, and assessment and reporting. It further investigated whether adherence levels significantly differ across demographic and professional variables, including school level, sex, age, highest educational attainment, frequency of participation in professional development seminars, and length of service. Employing a descriptive-comparative research design using a survey method, the study drew data from 137 public school teachers selected through stratified random sampling. The sample size was determined using Slovin’s formula at a 5% margin of error. Findings revealed that the overall level of adherence among both elementary and secondary school teachers was very satisfactory. Among the three domains, teachers demonstrated the strongest adherence to content knowledge and pedagogy, followed by assessment and reporting, and then curriculum and planning. Statistical analysis indicated a significant difference in adherence across age groups, whereas no significant differences were found based on sex, educational attainment, school level, frequency or sponsoring entity of professional development seminars, or tenure. These results underscore the importance of targeted support for teachers at different career stages, particularly in sustaining adherence to professional standards across age demographics.

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