Assessing the Extent of PPST Implementation and Teacher Challenges in Elementary Schools
Downloads
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.
Downloads
1. Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11(4), 1215-1234.
2. Ajani, O. A. (2024). Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners. Research in Educational Policy and Management, 6(2), 209-229.
3. Akaba, S., Peters, L. E., Liang, E., & B Graves, S. (2020). Pre-K teachers’ perspectives on factors that influence their experiences through universal Pre-K policy changes in New York City. Journal of Early Childhood Research, 18(2), 143-158.
4. Al-Shaboul, Y., Al-Azaizeh, M., & Al-Dosari, N. (2021). Differentiated Instruction between Application and Constraints: Teachers' Perspective. European Journal of Educational Research, 10(1), 127-143.
5. Annetta, L., Keaton, W., Shaprio, M., & Burch, J. (2018). Competency-based education in science teacher education: The next disruptive innovation or the next disruption. In S. Ahmet Kiray (Ed.), Education Research Highlights in Mathematics, Science and Technology (pp. 123-140).
6. Aureada, J. U. (2021). The Instructional Leadership Practices of School Heads. International Journal of Educational Management and Development Studies, 2(2), 75-89.
7. Bardach, L., & Klassen, R. M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283-297.
8. Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for Quality Learning at University (5th ed.). McGraw-Hill Education (UK).
9. Bihasa, D. B. (2022). The preparedness of pre-service teachers on the required programs to meet standards. PUPIL: International Journal of Teaching, Education, and Learning, 5.
10. Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362.
11. Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.). (2020). Data Wise, Revised and Expanded Edition: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning. Harvard Education Press.
12. Brown, J. (2020). Do graduate police officers make a difference to policing? Results of an integrative literature review. Policing: A Journal of Policy and Practice, 14(1), 9-30.
13. Brown, S. (2020). Learning, Teaching and Assessment in Higher Education.
14. Cassata, A., & Allensworth, E. (2021). Scaling standards-aligned instruction through teacher leadership: Methods, supports, and challenges. International Journal of STEM Education, 8, 1-21.
15. Chen, Z., & Chen, R. (2022). Exploring the key influencing factors on teachers’ reflective practice skill for sustainable learning: A mixed methods study. International Journal of Environmental Research and Public Health, 19(18), 11630.
16. Dablo, J. A., Osias, N. C., & Comon, J. D. (2024). Learning Factors Affecting Academic Performance in Balingasag, Division of Misamis Oriental. European Modern Studies Journal, 8(3), 504-536.
17. Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121, 106793.
18. de Jong, L., Wilderjans, T., Meirink, J., Schenke, W., Sligte, H., & Admiraal, W. (2021). Teachers’ perceptions of their schools changing toward professional learning communities. Journal of Professional Capital and Community, 6(4), 336-353.
19. Diab, A., & Green, E. (2024). Cultivating resilience and success: Support systems for novice teachers in diverse contexts. Education Sciences, 14(7), 711.
20. Donaldson, M. L., & Firestone, W. (2021). Rethinking teacher evaluation using human, social, and material capital. Journal of Educational Change, 22(4), 501-534.
21. Driscoll, A., & Wood, S. (2023). Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Taylor & Francis.
22. Dye, C. (2020). Coaching the Coaches: Using Design-Based Research to Improve the Instructional Skills of Canadian Air Traffic Control On-the-Job Instructors Through Professional Learning.
23. Ekşi, H., Özgenel, M., & Çiftçi, Ç. A. (2021). The predictive role of innovation management with lifelong learning on individual innovativeness: An examination on teachers. International Journal of Educational Leadership and Management.
24. Espiritu, R. (2021). Awareness and competency of pre-service teachers on the Philippine professional standards for teachers (PPST): A basis for training program. Journal NX-A Multidisciplinary Peer Reviewed Journal, 7(11).
25. Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2022). The challenge of keeping teacher professional development relevant. In Leadership for Professional Learning (pp. 251-263). Routledge.
26. Fraser, S. (2019). Understanding innovative teaching practice in higher education: A framework for reflection. Higher Education Research & Development, 38(7), 1371-1385.
27. Goddard, Y. L., Goddard, R. D., Bailes, L. P., & Nichols, R. (2019). From school leadership to differentiated instruction: A pathway to student learning in schools. The Elementary School Journal, 120(2), 197-219.
28. Grace, J., Simieou III, F., Lastrapes, R. E., & Decman, J. (2024). Confronting the racism boogeyman: Educational leaders make meaning of the impact of George Floyd. Education, Citizenship and Social Justice, 19(1), 124-138.
29. Herrera, P. D. P. (2024). Exploring teachers’ needs with the Philippine professional standards for teachers’ domains as framework: A case in basic education. International Journal of Research, 13(8), 65-79.
30. Hymel, S., & Katz, J. (2019). Designing classrooms for diversity: Fostering social inclusion. Educational Psychologist, 54(4), 331-339.
31. Irshad, M. A., Amir, R. M., & Rafaqat, M. S. (2024). Towards Inclusive Classrooms: Identification of the Role of Teachers in Creating an Inclusive Learning Environment. Journal of Asian Development Studies, 13(3), 1323-1332.
32. Irons, A., & Elkington, S. (2021). Enhancing Learning Through Formative Assessment and Feedback. Routledge.
33. Isa, S. G., Mammam, M. A., Badar, Y., & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria. International Journal of Development Research, 10(6), 37382-37385.
34. Jena, M. K., & Barad, S. (2024). Professional Development of Secondary School Teachers: Adapting to 21st Century Educational Paradigms. International Journal of Scientific Research in Modern Science and Technology, 3(1), 27-33.
35. Johnson, J. (2024). “How do we help them?” A Professional Learning Community Framework Design Advancing Informal STEM Learning for Black Girls. University of California, San Diego.
36. Jorilla, C. D., & Bual, J. M. (2021). Assessing the teachers’ competence in diocesan Catholic schools relative to the Philippine Professional Standards for Teachers. Philippine Social Science Journal, 4(2), 71-79. DOI: https://doi.org/10.52006/main.v4i2.343
37. Katel, K. P. (2023). Teachers’ Motivational Factors and Student Learning Achievements. Solukhumbu Multiple Campus Research Journal, 5(1), 1-14.
38. Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117.
39. Liwanag, B. A. (2023). Pre-Service Teachers’ Perceptions on Their Professional Identity Development (PID). International Journal of Multidisciplinary: Applied Business and Education Research, 4(12), 4192-4203.
40. Lindvall, J., & Ryve, A. (2019). Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review, 27, 140-154.
41. Macam, A. (2025). Unveiling the Layers of Educational Reform: A Critical Realist Analysis of the Ideation, Development and Enactment of the Philippine Professional Standards for Teachers Policy (Doctoral dissertation, The University of Waikato).
42. Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714.
43. Manasia, L., Ianos, M. G., & Chicioreanu, T. D. (2019). Pre-service teacher preparedness for fostering education for sustainable development: An empirical analysis of central dimensions of teaching readiness. Sustainability, 12(1), 166.
44. Markey, K., Graham, M. M., Tuohy, D., McCarthy, J., O’Donnell, C., Hennessy, T., ... & O’Brien, B. (2023). Navigating learning and teaching in expanding culturally diverse higher education settings. Higher Education Pedagogies, 8(1), 2165527.
45. Medina, A. L., Hancock, S. D., Hathaway, J. I., Pilonieta, P., & Holshouser, K. O. (2021). The influence of sustained, school-based professional development on explicit reading comprehension strategy instruction. Reading Psychology, 42(8), 807-835.
46. Nombo, M., Komba, S., & Lupeja, T. (2024). Primary school teachers’ instructional competence in designing lesson plans that enhance reading and writing skills to learners. International Journal of Current Research and Applied Studies, 3(2), 1-15.
47. Otero, G. (2019). Creating and leading powerful learning relationships through a whole school community approach. In Instructional Leadership and Leadership for Learning in Schools: Understanding Theories of Leading (pp. 317-346).
48. Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213.
49. Pak, K., Desimone, L. M., & Parsons, A. (2020). An Integrative Approach to Professional Development to Support College- and Career-Readiness Standards. Education Policy Analysis Archives, 28(111), n111. DOI: https://doi.org/10.14507/epaa.28.4970
50. Pearce MS, A. (2020, October). The digital gap still exists, generationally, rurally, and academically. In Proceedings of the 12th International Conference on Education Technology and Computers (pp. 215-222).
51. Rogel, G., & Reginalde, C. R. (2024). Pedagogical competencies of public senior high school teachers in entrepreneurship subject. Psych Educ, 18(6), 528-562.
52. Rodrigo, M. M. T. (2021, July). Impediments to AIS adoption in the Philippines. In International Conference on Human-Computer Interaction (pp. 412-421). Cham: Springer.
53. Roose, I., Vantieghem, W., Vanderlinde, R., & Van Avermaet, P. (2019). Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips. Contemporary Educational Psychology, 56, 140-151.
54. Sharma, P. (2024). Assessment and Analytical Framework: Standardised Teacher Assessment and Review.
55. Taculog, G. G., & Santos, R. V. (2024). Teaching Practices of Public Elementary School Teachers Relative to Philippine Professional Standards for Teachers (PPST).
56. Tarraya, H. O. (2023). Teachers' Workload Policy: Its Impact on Philippine Public School Teachers (Public Policy Analysis and Review). Online Submission.
57. Torres, M. V., Zerrudo, A. P., Labad, V. S., & Gabales Jr, B. G. (2024). Teachers’ views on the conduct of class observation: The Philippine DepEd setting. International Journal of Instruction, 17(3), 453-474.
58. Weddle, H. (2022). Approaches to studying teacher collaboration for instructional improvement: A review of literature. Educational Research Review, 35, 100415.
59. Wiggan, G., Smith, D., & Watson-Vandiver, M. J. (2021). The national teacher shortage, urban education and the cognitive sociology of labor. The Urban Review, 53, 43-75.
60. Williams, C. L. (2023). Still a Man's World: Men Who Do Women's Work (Vol. 1). Univ of California Press.
61. Willis, L. D., Shaukat, S., & Low‐Choy, S. (2022). Preservice teacher perceptions of preparedness for teaching: Insights from survey research exploring the links between teacher professional standards and agency. British Educational Research Journal, 48(2), 228-252.
62. Wong, L. P., Yuen, M., & Chen, G. (2021). Career-related teacher support: A review of roles that teachers play in supporting students’ career planning. Journal of Psychologists and Counsellors in Schools, 31(1), 130-141.
Copyright (c) 2025 Deanna Mae L. Serrano, Juliet G. Fallado

This work is licensed under a Creative Commons Attribution 4.0 International License.