ASSESSMENT OF PROFESSIONAL COMPETENCIES OF EDUCATION STUDENTS ACROSS PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST) DOMAINS

Authors

Maria Zyvel M. Bag-ao, Ligaya G. Novida, Denmark S. Macalisang

Abstract

This study assessed the professional competencies of Education students from Southern Capital Colleges and the University of Science and Technology of the Philippines–Oroquieta Campus across the seven domains of the Philippine Professional Standards for Teachers (PPST) for Beginning Teachers. Employing a quantitative descriptive–correlational design, the study examined the respondents’ demographic and academic profiles and their level of professional competencies. A total of 127 fourth-year Education students participated using total population sampling, and data were gathered through a validated PPST-based questionnaire and analyzed using descriptive and inferential statistics. Results showed that the respondents demonstrated generally high levels of professional competencies across all PPST domains, with Learning Environment as the strongest area. No significant differences were found in competency levels when grouped according to age, sex, general weighted average, socio-economic status, parents’ occupation, and parents’ educational attainment. The findings indicate that Education students possess foundational competencies expected of beginning teachers and that professional competency development is consistently supported regardless of learners’ backgrounds.

Keywords

competency development, education student, Philippine Professional Standards for Teachers (PPST), professional competencies, teacher education