Competency-Based Standards for Master Teachers: An Analysis conforms to Philippine Professional Standards for Teachers (PPST)

Abstract

INTRODUCTION

The teaching profession is a public statement of professional accountability. Every teacher demonstrates a vital role in improving the students' learning and increasing their competencies (World Bank Group, 2016). One must consider teacher quality which leads us to professionalize the profession through a set of standards. Every individual working in an educational institution needs a clearer understanding of the professional standards required for the teachers and school leaders (Green, 2013). With the enactment of the Philippine Professional Standards for Teachers (PPST) through Department of Education Order No. 42, s. 2017, an educational reform was born for enhancing teacher quality in the Philippines.

METHODS

The researcher used an evaluative-descriptive method of research to assess the needs of the master teachers and whether their key result areas and their duties and responsibilities align with the domains and highly proficient strands under the PPST. The respondents of the study were the selected master teachers in the province of Cavite. 398 were teaching at the elementary level,126 in the junior high school level, and 149 in the senior high school level. There were 673 master teachers who participated in the study and answered the needs assessment questionnaire given.

RESULTS

Not all Master Teachers were from public schools. Those from the Senior High School comprising 25.78%of the population were from Higher Education Institutions. They need intensive training to properly perform their duties and responsibilities. Classroom management can also be an interesting topic to be considered. Technical assistance on content, pedagogy, and learner assessment can also be employed to provide meaningful and purposeful interaction with a mentor co-teacher. Master Teachers should also be skilled in conducting researches to update themselves of the latest innovations in education. Collaborative efforts between and among master teachers must also be encouraged to spread the spirit of genuine service for the children.

DISCUSSIONS

Results showed the various areas which may require enhancement and additional training programs. Master Teachers need in-depth training on the conduct of basic and action research, the conduct of coaching and mentoring of teachers, and a viable system of instructional supervision in giving technical assistance to teachers. The Division of Cavite continues to provide a professional development program to its teachers based on the different needs of the teachers.