Bridging Competency Gaps: A PPST-Aligned Assessment of Pre-Service Teachers at Initao College
DOI:
https://doi.org/10.69569/jip.2025.520Keywords:
Classroom and non-classroom indicators, GROW-TEACH, Instructional competencies, Philippine Professional Standards for Teachers, Pre-service teachersAbstract
The Philippine Professional Standards for Teachers (PPST) is a nationally recognized framework for teacher quality. Yet, its use in assessing pre-service teachers' competencies remains limited, especially in teacher education institutions. This study sought to address that gap by evaluating the competencies of pre-service teachers at Initao College in both classroom and non-classroom settings and by determining whether significant differences exist across gender, age, and grade level. A quantitative-comparative research design was employed, utilizing cluster sampling to select 34 pre-service teachers and their Cooperating Teachers at Initao Central School. Instructional competencies were measured using validated PPST-aligned instruments: the Classroom Observable Indicators (COI) Evaluation Form and the Non-Classroom Observable Indicators (NCOI) Self-Reflection Form. Statistical analyses included the Mann-Whitney U Test for gender comparisons, the One-Way ANOVA for age and grade comparisons, and the Wilcoxon Signed-Rank Test for COI and NCOI ratings. Results revealed that pre-service teachers demonstrated high competency levels in both COI and NCOI, with classroom indicators rated slightly higher. No significant differences in competency levels were found based on gender, age, or grade level handled, leading to the acceptance of the null hypotheses. However, a statistically significant difference was observed between COI and NCOI, suggesting that pre-service teachers perform more strongly in classroom settings than in professional or reflective practices. In response to the findings, the GROW-TEACH program (Guided Reflection and Orientation for Wholistic Teacher Competency) was developed to prepare pre-service teachers holistically. Grounded in the PPST, it aims to bridge theory and practice by enhancing instructional competence and professional behavior through guided reflection and structured orientation, fostering the skills, values, and dispositions needed for today’s diverse classrooms.
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