Assessing the Extent of PPST Implementation and Teacher Challenges in Elementary Schools

This study examined the extent of implementation of the Philippine Professional Standards for Teachers (PPST) among elementary school teachers in Surigao del Sur, focusing on identified challenges and their impact on student learning outcomes. Using a mixed-methods approach, data was collected from 210 teachers across 17 schools through surveys and interviews. Results revealed that while teachers demonstrated strong compliance in observable competencies like classroom management (WM=4.65) and assessment design (WM=4.85), significant gaps existed in domains requiring specialized resources and training, particularly ICT integration (WM=4.31) and differentiated instruction (WM=4.22). Qualitative findings identified three systemic barriers: (1) insufficient training and unclear guidelines, (2) resource shortages and technological limitations, and (3) excessive administrative workloads. These implementation challenges were found to negatively affect student learning through inconsistent instructional quality and limited development of higher-order thinking skills. The study concludes that PPST's transformative potential remains constrained by institutional rather than teacher-related factors. Key recommendations include: (1) shifting to job-embedded professional development, (2) prioritizing resource allocation for underserved schools, and (3) streamlining policy implementation processes. These findings contribute to ongoing discussions about standards-based reforms in developing educational contexts, highlighting the critical need to align policy expectations with ground-level realities.