Responsiveness of teachers to Philippine Professional Standards for Teachers (PPST) in a division: Basis for a differentiated program

This study examined the responsiveness of teachers to the Philippine Professional Standards for Teachers (PPST) in a school division. It also looked into the issues and challenges encountered by the teachers relative to the domains of the PPST. Mixed method of qualitative and quantitative designs was used with the questionnaire and interview guide as tools for data gathering. The findings reveal that teachers demonstrated high competence in the different domains however, challenges emerged in technology integration, large class sizes, and differentiated instruction, particularly for diverse learners. The study highlights the importance of addressing specific challenges through a differentiated professional development program that considers teachers’ varying educational backgrounds and teaching experiences. The results suggest that proposed enhanced faculty development program will be implemented.