Teachers' Competency Based on the Philippine Professional Standards for Teachers I-III: Basis for a Training Program

The study assessed the competency of Teachers I-III in DepEd, Burgos District, based on the Philippine Professional Standards for Teachers (PPST). It aimed to determine teachers’ profiles, competency levels through self-assessment and supervisor evaluation, differences between these assessments, and relationships between teacher profiles and competencies. Additionally, it identified challenges experienced by teachers to inform a training program for competency development. A descriptive-correlational research design was used, involving 61 teachers from nine elementary schools. Data were gathered using questionnaires for teachers and their supervisors. Key findings include: (a) most teachers are female, aged 41-50, with postgraduate education and over 16 years of service; (b) teachers were rated excellently competent, especially in Learning Environment, Community Linkages, and Professional Development, while Diversity of Learners had the lowest rating; (c) no significant difference was found between self-assessments and supervisor evaluations; (d) no significant relationship was found between demographics and competency levels, though school-based seminars positively impacted the learning environment, curriculum planning, and professional growth; (e) the proposed training program was deemed highly valid indicating feasibility for adoption and implementation. Recommendations include promoting advanced studies, improving access to training, enhancing inclusive education strategies, addressing teacher concerns, implementing the training program, and conducting further research on factors affecting teacher competency and the impact of school-based seminars on teaching effectiveness.