FROM NOVICE TO NAVIGATOR: MAPPING EARLY-CAREER TEACHER COMPETENCIES TO TRANSFORM PROFESSIONAL DEVELOPMENT PROGRAMS

Abstract The study aimed to assess the teaching competencies of beginning teachers in the Philippines, specifically in alignment with the Philippine Professional Standards for Teachers (CMO 74, Series 2017). The goal was to identify key competencies that could inform the design of more effective curricular and professional development programs for early-career educators. Using a sequential explanatory design, the research integrated both quantitative and qualitative approaches. In the quantitative phase, 98 beginning teachers from 24 elementary schools across the north and south districts of Magalang, Pampanga, participated in the study. These teachers completed a comprehensive questionnaire based on the seven domains and 37 strands outlined in the Philippine Professional Standards for Teachers. The questionnaire aimed to gauge their self-perception of competence across various teaching competencies. In addition, qualitative data were gathered through key informant interviews with one school supervisor, one principal, two Bachelor of Elementary Education (BEEd) supervisors, and four beginning teachers. These interviews were conducted to validate and further explain the quantitative findings. The results indicated that beginning teachers generally perceived themselves as competent in professional characteristics, subject knowledge, and teaching skills. This self-assessment was corroborated by the master teachers and heads, who agreed that the teachers demonstrated solid subject-matter knowledge, effective teaching methodologies, reflective thinking, and organizational skills. Furthermore, beginning teachers were noted for their diligence and efficiency in fulfilling their teaching responsibilities, as well as in adhering to the standards and guidelines established by the Department of Education (DepEd). However, the interviews also highlighted areas where beginning teachers might benefit from additional support and development, particularly in areas beyond the standard competencies, such as classroom management, interpersonal communication, and leadership skills. These insights offer valuable recommendations for refining teacher education and professional development programs to better address the evolving needs of beginning teachers.