TEACHER COMPETENCY IN A SELECTED

PUBLIC ELEMENTARY SCHOOL:

BASIS FOR A PROFESSIONAL
DEVELOPMENT PROGRAM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 758-766
Document ID: 2023PEMJ1008
DOI: 10.5281/zenodo.8216842
Manuscript Accepted: 2023-31-7
Psych Educ, 2023, 11: 758-766, Document ID:2023 PEMJ1008, doi:10.5281/zenodo.8216842, ISSN 2822-4353
Research Article

Teacher Competency in a Selected Public Elementary School:

Basis for a Professional Development Program
Jocelyn L. Labrador*
For affiliations and correspondence, see the last page.
Abstract
This study assessed the relationship of teacher performance and school performance of public-School
performance can be mostly attributed to teacher professionalism. With the vast challenges that
underlie the teaching profession, it summons a new perspective in advancing the teacher’s context on
professionalism while realizing its nature in building a person. Imbibing professionalism in practice
should always be at par in the dispense of duties and responsibilities in the workplace. This study
cultivated on the professional practice of teachers which are categorized into professional
advancement, classroom management, instructional competency, human relationship, and
professional accountability. This is a result of thorough review of literature in professionalism, and
teacher’s practices and behavior in the field in crafting the criteria that identify those missing
elements that contribute in the diminishing professional practice. A survey questionnaire was used to
determine their professionalism level. To maximize the use of the gathered data, SPSS 20 descriptive
statistics, ANOVA, and mean test were used for analysis. The results showed that the practice of
professionalism is often observed. This study made teachers realize the indispensability of examining
professional behavior and actions which dictates the direction and outcome of their performance
which serve as a platform in attaining goals.

Keywords: professional advancement classroom management skills, instructional competence human

relationship, professional accountability

Introduction change explicit norms at that point benchmarking

measures for entirely works has amplified in present
Teachers' professionalism takes stood viewed mostly economic task circumstances. Such criteria generate an
by way of the major concerns in education. It has been expert atmosphere on top, repetition technique
modified to meet the demands of its times that brought facilitating governments toward positively construct
leadership to craft and refine policies aimed at schemes, dogmas, and measures and pledge great
addressing the educational needs. Its advancement had operational worth (Anitha, 2007).
brought tremendous impact on the way teachers affect
their profession, especially in keeping pace in present The K to 12 curriculum demands continuous
educational trends and challenges. improvement so that more personnel will have
professional advancement and become proficient in the
At this point, the concept of professionalism comes field. School administrators can take part in
into prominence, which is considered to be one of the encouraging the staff to meet the dream, a task as well
critical elements of effectiveness in work life. The as objectives of the organization.Teacher effectiveness
Philippine Professional Standards for Teachers (PPST) ought to be seen as a still-evolving occurrence to
policy through DepEd Order No. 42, S .2017 become respond to best assembly the desire of the schools and
the basis for all learning and development programs learners and a precise essential component to look at
for teachers. As stipulated, the DepEd identifies the how the feature of this age interconnects and retort to
significance of proficient principles in the current one another in a diverse context.
skilled change and development of educators created
on the standard of life-long knowledge. Amidst questions about a professional status in
teaching, a call for more significant commitment for
Teacher professionalism is paralleled to the everyday teacher professionalism attributed to performance, and
job that is likely to emerge in the day-to-day skills. This is the very reason for the development of
preparation. This could be dealing with professional the PPST. However, the teachers are performing for
innovations, instructional competence, classroom compliance, and the real cause of the program might
management services, social affiliation, and not be fully embraced. Teachers' views of what has
professional liability. Its engagements are stranded in helped or hindered their participation in professional
the burdens brought about by external pressures and development are considered in the light of their reports
even available policies. The basic to manage as well as of unsatisfied demand and areas of priorities.This
landscape has brought the researcher to conduct a

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Research Article

study that cultivates on teacher professionalism in According to Glattenhorn (2017), the teacher emerges
selected schools in Antipolo. This is an effort to from training and seminars developed for in-service
determine the gaps that may interfere in workplace training. In advancing their careers, teachers should
productivity. It is further believed that the effect on the find professional development training needed to meet
teaching could stand a foundation for professional curricular standards. It digs into understanding the
development programs to uplift professionalism concepts in processing professionalism and its
among the players. relevance to education. This attempt to seek out
standards that comprise different aspects of teacher
Research Questions professionalism. Teaching experience can reveal its
role in improved practice in their specialized advance.
The study was brave on the level of teacher Professional training and development contribute to
competency in professionalism in Sta. Cruz professional development. In much broader, in a sense,
Elementary School, Antipolo City as evaluated by the skilled progress is well-defined using a rise within the
school administrators and teachers in the School Year skill set of a professor. Likewise, it nurtures proficient
2019-2020. Specifically, this study answered the growth. Some place increase flourishes. It's a call
following questions: towards examining the contented of person
involvements over which the progression drive
1. What was the profile of the grouped-respondents in happens then just how its determination yield
terms of: residence.
1.1 Age;
1.2 Sex; Educator expertise has remained talked about with
1.3 Civil status; location to numerous frameworks and methods. Evans
1.4 Educational Attainment; (2011) publicized that lecturer proficiency contains a
1.5 Length of service; and skill dimension that develops knowledge, a
1.6 Seminar and Training attended? measurement of arrogances near the schooling career,
2. What is the level of teacher competency as assessed and a perceptual aspect that involves know-how,
by the two groups of respondents to creating new thoughts, and constructing valuations on
2.1 Professional Advancement; how to impart. Furthermore, Lai and Lo (2007)
2.2 Classroom Management Skills; meticulous that, expert appreciative on learning and
2.3 Instructional Competence; knowledge tactics, accountability, and power indicate
2.4 Human Relationship; and instructors' commitments and responsibilities, and
2.5 Professional Accountability? teacher self-sufficiency. These are amid the
3. Was there a significant difference between the unambiguous magnitudes of teachers practiced
assessments of the grouped of the respondent manners that are associated with teachers' uniqueness
according to their profile? and attractive enterprises in their work.
4. What may a professional development plan be
proposed? According to Tunque (2018), all the teacher-
respondents in public elementary school in the District
of Morong, Division of Rizal during the School Year
Literature Review 2018-2019, participated in varied professional
activities for their professional advancement.
Professional advancement Very Much influences the
Rusznyak, Lee (2018) affirmed this study when he enactment of educators concerning professionalism,
discussed how educator’s efficiency has important while it has much influence on their classroom
implications for how lecturers arise to recognize their management skills and instructional skills. The test on
preparation. If the eminence of skilled instruction is to the significant difference on the perception of the
be amended methodically through the segment, defendants toward the degree in the impact of
governess ensures that they fulfill with an enigma of professional advancement on the show of professors
manner, are enduring with students, and are with admiration to classroom management skills,
appropriately attired. Professionalism strains more instructional skills, and professionalism in terms of
significant concern of the proper necessities that their age, sex, educational attainment, and length of
monitor relations and preparation, the considerate services rendered is found to be Significant. On the
practice of academic information in reply to related contrary, the test on the significant difference toward
difficulties, and individual growth that figures the extent of influence of expert innovation on the
capability for sensitivity in training. presentation of teachers with reverence to classroom

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Research Article

management skills, instructional skills, and

professionalism in terms of their position title was seminars/training attended.This second part focused on
found Not Significant. As revealed in the effects of the extent of professionalism and development. This
their Performance Commitment Review, teachers are includes professional advancement, classroom
Very Satisfactory in their performance. The test
management skills, instructional competence, human
showed a significant correlation between the observed
relationship, and professional accountability. Each
extent of influence of professional advancement
aspect consists of 10 items, with a total of 50
concerning classroom management skills, instructional
questions.
skills and professionalism, and the level of
performance of teachers. Ethical Considerations

Methodology The researcher herself explained and gave the

informed consent to each participant before the
conduct of the study. She ensured them that the
The photographic process of exploration was used in information would be used with utmost confidentiality
this study to determine only what is. Correctly, a and within the purpose of the study only.
descriptive survey research design was applied.
According to Calmorin (2010), the descriptive survey
method is aimed to collect evidence near the current Results and Discussion
conditions. It is helpful to express the cause of
phenomena, and it includes an assortment of figures in
Profile of the Respondents
imperative to test theories or response requests
concerning the existing location of the study. The
Table 1. Frequency and Percentage of Respondent’s
hypothetical trusts that a descriptive survey is the most
appropriate study as focused on the professionalism of Age
teachers. Moreover, the correlational research design
was utilized using the SSPS correlation test that
described and measured the degree of association (or
relationship) between the variables presented.

Participants

The respondents of the study were collected from 21

school administrators and 191 teachers as
representatives of faculty in Sta. Cruz Elementary
School, Division of Antipolo City. They were defined
in positions of age, sex, civil status, educational
attainment, length of service and seminars and training
attended.

Instruments of the Study It can be gathered on the table that majority in the
admin respondents were aged 40-46 with 38.1%,
The researcher-made survey was used as a study followed by aged 33-39 with 19% next aged 26-32 and
instrument to determine the teachers’ competency that 47-53 with 14.3% then aged 25 and below,54-60 and
served as the basis for professional development. The 62 years old and above with 4.8% as the last number
survey method is employed to gather relevant data of admin respondents. On the other hand, the table
from the respondents. Furthermore, several types of manifest that most of the teacher respondents are aged
research related to the study were collected from 33-39 with 52 or 27.25, aged 40-46 with 26.7%,
reference-based literature reviews and investigations. respondent 47-53 with 35 or 18.3%, respondents aged
This review has produced lists of professional 54-60 got 19 or 9.9% respondents aged 61 and above
activities and development, which is necessary to have seven 0r 3.7%. It shows that the respondents are
justify the research. The r esear cher- made represented by all age groups necessary in assessing
questionnaire is of two-folds: The first part was the the teacher competency in professionalism in the
profile of the respondents as to age, sex, civil status, workplace.
highest educational attainment, length of service, and

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Research Article

Table 4. Frequency and Percentage of Respondent’s

Highest Educational Attainment

Table 2. Frequency and Percentage of Respondent’s

Sex

As seen from the above table that admin respondents

The table reflects that the majority of the respondents have seven 0r 33.3% bachelor’s degree,7 or 33.3 were
were female with 186 or 87.74%, while the male is 26 master’s degree, 5 or 23.8 % pursuing their master’s
or 12.26%. This is a clear indication that there are degree and 2 or 9.5 enrolled in their doctorate.
more female respondents than male. Therefore, female Likewise, teachers. Respondents 83 or 43.5 % were
teachers love the teaching profession. In this time bachelor’s degree, 53 or 27.7%, enrolled in masteral,
today, women can work freely for their family as well there were 35 or 18.3%have finished their master's
for the society because of their essential roles in the degree, wherein 14 or 7 .3%are pursuing doctorate;
community. only 1 or 0.5% finished his doctorate. It could be
shown from the table that 90 or 42.45% finished
Table 3. Frequency and Percentage of Respondent’s bachelor’s degree; 60 or28.30% are with MA units; 40
Civil Status or 18.87% are master’s degree; 16 or 7.55% are with
doctorate units; 5 or 2.36% are with other courses, and
1 or 0.47% are Doctorate.

This implies that most are pursuing advanced graduate

studies and gave a good picture in the degree of
professionalism that exists in the institution Therefore
teachers encourage to enroll in their master’s degree to
be more competent and proficient in the field of their
profession.

Table 5. Frequency and Percentage of Respondent’s

Length of Service

It might be gathered from the tabletop that the majority

are married, with 163 or 76.89% of the respondents.
This is followed by the singles with 32 or 15.09%; 10
or 4.72 % are separated; 6 or 2.83% are widow/er, and
1 or 0.47% comprise the other status. The population
is represented by the various civil state, which can lay
some concerns on the degree of professionalism in
them.

As seen from the table from the respondents in the

admin group, 7or 33.3% is seven years in the service,

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Research Article

Level of teacher competency as assessed by the two

followed by 5 or 23.8% falls from 15-21 years of groups of respondents
service,4 or 19% are 22-28 years in service. Also, 3 or
14.35 are 8-14 years in service,2 or 9.5% are 29-35 Table 7. Mean Value and Standard Deviation on the
years in service. From the teacher's respondents 53 or Level of Teacher Competency in Terms of Professional
27.7% are under 15-21 years in service, followed by Advancement
46 or 24.1% under 8-14 years in service, 37 or 19.4%
where 1-7years in the service, also 32 or 16.8%
rendered 22-28 years in service, we have 17 or 8.9%
presented 29-35%. It could be depicted from the table
that most of the respondents rendered 15-21 years of
service with 58 or 27.36%; 49 or 23.11% presented
8-14 years of service; 44 or 20.75% made 17%; 36 or
16.98% rendered 22-28 years of service; 19 or 8.96%
given 29-35 years, and the least presented 1-7 years
with 6 or 2.83%. The respondents are distributed
across different lengths of service. Therefore, most of
the respondents under 15-21 performed well in their
field of the teaching profession, bounded with
experiences.

Table 6. Frequency and Percentage of Respondent’s As presented in the table, the Administrators have a
Seminar and Trainings Attended very satisfactory assessment of Professional
advancement (M=2.65, SD=0.79285), and the teachers
(M=2.42, SD=0.79285). The overall mean obtained a
value of 2.54 interpreted as very satisfactory on
teacher competency in instructional competence. The
respondents rated outstanding in professional
advancement in the aspect of involvement in school
activities (M=3.55); very satisfactory in participation
in extension program (M=3.34) and participate in
professional development training/ Seminars
conference (M=3.27).

Meanwhile, it is found out that a satisfactory rating is

recorded for subscriptions to a trusted professional
organization for related materials (M=1.93); it travels
It could be reflected from the table that most of the to different places in domestic and foreign for
respondents have attended division seminars and educational purposes (M=1.85); and authors books,
training with 77 or 36.32%; 73 or 34.43% have manuals, modules and articles (M=1.74). This implies
regional; 46 or 21.7% have national; 13 or 6.13% have that teachers also need to strengthen some professional
district, and 3 or 1.42% are confined only in-school activities to advance their careers.
training and seminars. This means that the respondents
As presented in the table, the Administrators have an
have training and workshops already attended that
outstanding assessment of classroom management
provide an idea onto the much-needed professional
skills (M=3.66, SD=0.52), the teachers (M=3.65,
instruction. Attending training and seminars will us
SD=0.50). The overall mean obtained a value of 3.66
educators to be effective in our field of education, it
interpreted as outstanding on teacher competency in
will improve our teaching and learning situations,
classroom management skills This means that teachers
teachers will also be updated in our instructional
are equipped in dealing with classroom management
materials and teach our learners better for their benefit.
because most of the seminars and training talked about
Trainings and seminars are the opportunities for us
this. Furthermore, this routinely actions made them
teachers to be more equipped in our profession.
more able to deal with classroom circumstances.

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Research Article

Table 8. Mean Value and Standard Deviation on the (M=3.64, SD=0.47), and the teachers (M=3.57,
Level of Teacher Competency in Terms of Classroom SD=0.58). The overall mean obtained a value of 3.61
Management Skills interpreted as outstanding on teacher competency in
instructional competence. The respondents rated
excellent in professional advancement in the aspect
of finding evidence on the knowledge classes,
numerous intellects, and requirements of students
(M=3.71); project involvements suitable to diverse
varieties of beginners and start objectives that describe
appropriate opportunities for beginners (M=3.67). On
the other hand, it was found that the respondents rated
very satisfactory in identifying the multi-cultural
experience of students when provided that knowledge
chances (M=3.42). This implies that teachers might
not acquire enough skill in dealing with learners with a
different multicultural background. These might stay
capable of the point that educators might have
overlooked or reviewed personal information.
Inadequacy of knowledge might lead to inappropriate
actions.

Table 10. Mean Value and Standard Deviation on the

Level of Teacher Competency in Terms of Human
Relationship

Table 9. Mean Value and Standard Deviation on the

Level of Teacher Co mpetency in Terms of
In stru ctiona l Co mpeten ce

As presented in the table, the Administrators have an

outstanding assessment of the human relationship
(M=3.70, SD=0.50048), and the teachers (M=3.69,
SD=0.47278). The overall mean obtained a value of
3.7 interpreted as outstanding on teacher competency
in human relationships. This implies that the
respondents are with exceptional working relationships
As presented in the table, the Administrators have an with their colleagues. This could be accounted for
outstanding assessment of instructional competence inconstant team building or collaboration among
teachers.

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Research Article

Teacher educators need to be brought into line with the

conduct in which they on purpose prepare or not
educators as well-informed, rational experts who
contribute in a cooperative decent imperious to deed
seeing the welfares of their learners.
Using t-test, the results revealed that professional
Table 11. Mean Value and Standard Deviation on the
advancement obtained t-value (p=.007) =3.022;
classroom management skills has t-value (p=.000)
Level of Teacher Competency in Terms of Professional
=8.698; instructional competence has t value (p=.000)
Accountability
=9.587; human relatio n sh ip has t -value
(p=.000)=12.646; and professional accountability has
t-value (p=.000) =8.139. These suggest that their p-
values are less than the alpha at .05. These mean that
the premise is rejected and concludes that there is a
significant difference in the respondents’ valuation on
teacher competency in their age.

This suggests that age is a factor in acquiring teacher

capability. An experienced teacher can offer more to
the teacher competence as they become more
proficient in the field.

Table 13. Significant Difference of the Respondents’

Assessment on Teacher Competency According to Sex

As presented in the table, the Administrators have an

outstanding assessment of professional accountability
(M=3.69, SD=0.52), and the teachers (M=3.69,
SD=0.50). The overall mean obtained a value of 3.69
interpreted as outstanding on teacher competency in
professional accountability. This implies that the
resp o n d en t s are very much awar e of the Using t-test, the results revealed that professional
responsibilities that are brought in teaching. This was advancement obtained t-value (p=.992) =<.001;
brought about the level of professionalism as classroom management skills have t-value (p=.000) =
stipulated in the Magna Carta as well as the training
14.286; instructional competence has t value (p=.000)
and experiences gained for years.
= 28.473; human relationship has t-value (p=.000) =
Significant difference between the assessments of 27.554; and professional accountability has t-value
(p=.000) = 13.642. In professional advancement, the p-
the two groups of respondents when group
value was more significant than alpha as compared to
according to their profile
the other variables.
Table 12. Significant Difference of the Respondents’
This means that it’s only professional advancement
Assessment on Teacher Competency According to Age
that does not establish substantial modification in
assessing the respondents in terms of sex. It further
suggests that respondent’s sex is not a factor for
professional advancement.

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Research Article

Table 14. Significant Difference of the

Respondents’ Assessment on Teacher Competency is not a factor in the teacher competencies of the
According to Educational Attainment respondents. The role of a teacher must give a quality-
of-service satisfaction and uplift the learners needs as
well as our co-workers in our workplace.

Table 16. Significant Difference of the Respondents’

Assessment on Teacher Competency According to
Seminar/Training Attended

Using t-test, the results revealed that professional

advancement, classroom management skills,
instructional competence, human relationship, and
professional accountability obtained a computed value
of 18.217, 5.796, 4.742, 7.610, and 6.429 (df=15) with
p-values of .007 on the former and .000 on the latter
four variables. These suggest that their p-values are Using a t-test, the results revealed that professional
lesser than the alpha at .05. These mean that the advancement, classroom management skills,
decision was to reject. It concludes that there’s a instructional competence, human relationship, and
significant difference in the respondents’ assessment professional accountability obtained a computed value
of teacher competency according to educational of 21.889, 20.533, 20.812, 17.395, and 21.043 (df=18)
attainment. with p-values of .000. These suggest that their p-values
are lesser than the alpha at .05. These mean that the
This infers that educational attainment is a factor in all hypothesis is rejected and concluded that there’s a
aspects of teacher competence. One-way that a teacher significant difference in the respondents’ assessment
should not stop to study because education is of teacher competency according to seminar/training
transformation, and it should be a continuous process attended. This suggests in seminars/training attended
in the development of every educator. are factors in the teacher competencies of the
respondents.
Table 15. Significant Difference of the Respondents’
Assessment on Teacher Competency According to Table 17. Significant Difference of the Respondents’
Civil Status Assessment on Teacher Competency According to
Length of Service

Using t-test, the results revealed that professional Using a t-test, the results revealed that professional
advancement, classroom management skills, advancement, classroom management skills,
instructional competence, human relationship, and instructional competence, human relationship, and
professional accountability obtained a computed value professional accountability obtained a computed value
of 1.608, 2.201, 2.109, 1.755, and 1.170 (df=12) with of 6.165, 19.490, 26.464, 26.933, and 19.043 (df=18)
p-values of .174, .070, .081,.139, .325 respectively. with p-values of .000. These suggest that their p-values
These suggest that their p values were greater than that are lesser than the alpha at .05. These mean the theory
of alpha at .05. These mean that hypothesis was was rejected, conclude that there’s a significant change
accepted and concludes that there’s no major variance in the respondents’ assessment on teacher competency
on the respondent assessment on teacher competency
conferring to civil status. It implies that the public state

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Research Article

rendering the length of service. It implies that the respondents when grouped according to their
range of service is a cause of the teacher competencies profile.(6) There's no substantial change among the
of the respondent. imposts of the two- groups of respondents the level of
teacher competence.
Proposed Professional Development Plan
Based on the conclusions, the following are hereby
Teachers are encouraged to undergo continuing recommended: (1) Working out a program for
professional development (RA10912) through management and educators should be provided and
professional advancement programs. This is important conducted to uplift the level of competence of the
to meet the challenges in education to learn and adopt teachers as well as the admin to improve and enhance
new knowledge and skills necessary in the discharge their capabilities to their competency for professional
of duties and demonstrate professionalism in the development.(2) Monitoring and evaluation program
workplace. This will most likely improve teaching should be regularly conducted to ensure the effective
practice and enhance work performance. This will implementation of the application for teachers needs to
pave the inclusion of recent updates and trends in enhance.(3) A monitoring team shall be organized to
education, which can be implemented in classroom study evaluate, enrich the teacher's level of
teaching. The teacher must keep pace on these trends competency.(4) A merit system should be formulated
so as not to be outclassed with the advanced and implemented to encourage teachers and admin
technologies. With the professional advancement who are the prime movers of the program.
required for the profession and instructional
competence, teachers must get support from others of
References
involving themselves in advanced educational
initiatives. Professionalism can be learned from time to
Calmorin, L. (2010). Research and Statistics. Mandaluyong City:
time. Professional advancement training is indeed a National Bookstore.
program that p rov ides a platform for the
professionalism that conquers every aspect of the Evans, L. (2011). The 'shape' of teacher professionalism in England:
Professional standards, performance management, professional
profession.
development and the changes proposed in the 2010 white paper.
British Educational Research Journal, 37(5), 851870.
doi:10.1080/01411926.2011.607231.
Conclusion
Glattenhorn, A., “Cooperative Professional Development: Peer
Centered Options for Teacher Growth”. Educational Leadership,
Based on the findings of the study, the following are 2017.
the conclusions: (1) Typical of the plaintiffs are Lai, M., & Lo, L. N. K. (2007). Teacher professionalism in
seasoned educators. Most of them are females. The educational reform: The experiences of Hong Kong and Shanghai.
most significant share is married. Most of them have Compare: A Journal of Comparative and International Education,
attended division seminars and training. Since they 37(1), 53-68. doi:10.1080/03057920601061786.
have rendered decades of the service to the school. (2) Rusznyak, Lee School of Education, University of the
The respondents find the level of teacher proficiency Witwatersrand, Johannesburg, South Africa Promoting teacher
very reasonable in the relation of professional profession Retrieved from [email protected] August 6,
2019.
advancement; and outstanding for classroom
management skill, instructional competence, human Tunque, Rheena R., “Professional Development and Performance of
relationship, and professional accountability.(3) The Teachers in Public Elementary Schools in the District of Morong,
professional advancement indicators as to subscription Division of Rizal”. Unpublished Master’s Thesis, Tomas Claudio
Colleges, Morong, Rizal, 2018
to a trusted professional organization for related
materials travel to different places, and foreign for
educational purposes: and authors, books, manuals, Affiliations and Corresponding Information
modules, and articles were related as satisfactory.(4) Jocelyn L. Labrador
The classroom management skills indicator as to Sta.Cruz Elementary School
identifying the multi-cultural upbringing of learners Department of Education - Philippines
when given that knowledge chances were rated very
satisfactory.(5) There is a noteworthy variance
concerning the valuations of two groups of

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