Assessing Performance and Competencies of Public Secondary School Teachers

Arlyn Estorninos
https://orcid.org/0009-0004-9813-496X
arlyn.estornino@deped.gov.ph
University of Perpetual Help System DALTA
Las Piñas City, Manila, Philippines

DOI: https://doi.org/10.54476/apjaet/68560

                                                                                          Abstract

This study assessed the teaching performance and competencies of public secondary school teachers in Metro Manila and explored the challenges they encounter. Using a descriptive–correlational design, data were gathered from 150 teachers through a validated survey aligned with the Results-Based Performance Management System (RPMS) and the Philippine Professional Standards for Teachers (PPST). Findings revealed very high performance across key areas, with reflective practice and lesson planning rated highest. Teachers also reported strong competencies in content mastery, pedagogy, and inclusive classroom practices, though curriculum-based planning and differentiated instruction were slightly lower. Major challenges included large class sizes, heavy workloads, limited training access, technology integration, and insufficient leadership support. Significant differences in performance and competencies were found across age, educational attainment, years of experience, and rank, but not by gender, subject, or school type. The study recommends differentiated faculty development programs tailored to teachers’ career stages and contexts.

Keywords: teacher performance, competencies, PPST, RPMS, faculty development

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