Proficiency Level in Content and Pedagogy among Public Secondary Teachers
DOI:
https://doi.org/10.55687/ste.v3i3.93Keywords:
Content and Pedagogy, Philippine Professional Standards for Teachers (PPST), and Proficient TeacherAbstract
This study aims to offer a thorough understanding of the public secondary education sector in the Philippines by evaluating the proficiency levels in content and pedagogy among public secondary school teachers. Utilizing a descriptive-correlational research design, the study employed a survey questionnaire aligned with the Philippine Professional Standards for Teachers (PPST). This questionnaire, which was validated by experts and subjected to a reliability test, was distributed to a random sample of teachers and their supervisors. The assessment focused on teachers' self-perceived proficiency in English across the five domains outlined in the PPST. The results reflect a strong commitment to effective teaching practices among teachers, suggesting that this self-assessed proficiency is likely to contribute positively to the delivery of high-quality education. The study’s findings reveal both areas of excellence and potential opportunities for professional development within the pedagogical practices of public secondary teachers. Variations in perceived proficiency may arise from differing interpretations of what constitutes excellence in teaching. Such discrepancies highlight the importance of fostering ongoing dialogue and collaboration between teachers and supervisors. This collaborative approach is essential for aligning perceptions, setting realistic goals, and providing targeted professional development support. By enhancing communication and understanding between educators and their evaluators, the study suggests that overall teaching effectiveness and student outcomes can be improved. This comprehensive evaluation of teachers' capabilities underscores the need for continuous professional growth and development in the field of education.
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