Shiela Mae P. Yonson (Author)

Abstract

This study explored the insights of teachers in achieving the Philippine Professional Standards for Teachers (PPST) competencies within the Nasipit District, Agusan del Norte Division. Using a qualitative phenomenological design, data were collected through validated semi-structured interviews with 25 teachers from six public schools and analyzed thematically. Findings revealed that teachers demonstrated varied perspectives and experiences in meeting standards across the seven PPST domains. Core themes highlighted the importance of content knowledge, pedagogical literacy, integration of technology, communication skills, classroom management, differentiated instruction, and continuous assessment practices. Challenges included managing diverse learners, ensuring access to resources, and sustaining professional development opportunities, while strengths were seen in fostering student engagement, ethical practice, and community linkages. A development plan was crafted to address identified gaps and promote more effective professional growth. The study concludes that achieving competencies requires ongoing support, collaboration, and context-sensitive interventions to enhance teachers’ skills and sustain quality education. Ultimately, the results emphasize that well-managed professional development and reflective practice are crucial in empowering teachers to meet standards and improve student learning outcomes.

Keywords: competencies, standards, teachers, literacy, professional development, management, skills, insights

DOI: http://doi.org/10.69651/PIJHSS0403452

Recommended citation:

Yonson, S. M. P. (2025). Lived experiences of teachers in achieving the standard competencies: Basis for continuous professional development in Nasipit district. Pantao (The International Journal of the Humanities and Social Sciences) 4 (3), 4866-4880. http://doi.org/10.69651/PIJHSS0403452

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