Teachers’ Competence and its Relationship to the RPMS-PPST Results of Selected Public-School Teachers: Basis for a Proposed Training Development Program
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 28, Issue 5
Abstract
This study aimed to assess the teachers' competence and its relationship to the RPMS-PPST results of selected public school teachers. It served as the basis for a training development program during the school year 2024-2025. Regarding classroom management, the teacher-respondents obtained a composite mean of 3.52, which was verbally interpreted as highly competent. In terms of Mastery of the Subjects, the teacher-respondents obtained a composite mean of 3.57, which was verbally interpreted as Highly Competent. In terms of Instructional Material Development, the teacher-respondents obtained a composite mean of 3.56, which was verbally interpreted as Highly Competent. In terms of Teaching Strategies and Approaches, the teacher-respondents obtained a composite mean of 3.61, which was verbally interpreted as Highly Competent. In terms of Communication Skills, the teacher-respondents obtained a composite mean of 3.56, which was verbally interpreted as Highly Competent. In terms of Learning Assessment and Reporting, the teacher-respondents obtained a composite mean of 3.68, which was verbally interpreted as Highly Competent. Out of the total cohort of 56 teachers evaluated, a significant majority, comprising 76.78% (43 teachers), achieved the highest rating of "Outstanding," with scores ranging from 4.1 to 5.00. This dominance at the top of the rating scale underscored a commendable level of instructional competence and commitment among the teaching staff. Conversely, 23.22% (13 teachers) of the evaluated staff were rated as "Very Satisfactory," reflecting a solid performance level that, while slightly below the top tier, still denoted commendable achievement and effective classroom management. This group of teachers exhibited a strong grasp of pedagogical techniques, student engagement strategies, and curriculum delivery, contributing positively to the overall educational experience despite not attaining the highest rating. The significant relationship between the level of perception of the teachers as regards their competence to the RPMS-PPST results and the teacher's performance based on their IPCRF The significant relationship between the teachers' level of perception regarding their competence to the RPMS-PPST results and the teacher's performance based on their IPCRF is very evident and Highly Significant.
Authors and Affiliations
Raquel Depositario, Melchor Espiritu
Keywords
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- EP ID EP764170
- DOI 10.5281/zenodo.14281675
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