Teachers’ Performance

An Input to Teacher Development

Abstract

This study examined the teaching performance of faculty members of the College of Teacher Education (CTE) using the Philippine Professional Standards for Teachers (PPST) as an analytic framework and utilized the results as empirical inputs to a teacher development plan. A convergent parallel mixed-methods design was employed. Quantitative data were obtained through total enumeration of 58 faculty members using a PPST-adapted survey instrument, while qualitative data were generated through semi-structured interviews. Quantitative analyses included domain-level descriptive statistics, correlation analyses with assumption checks, effect sizes, and adjustments for multiple testing. Qualitative data were analyzed thematically and integrated with quantitative findings through joint displays and narrative weaving. Results indicated consistently high self-reported performance across the seven PPST domains (overall M = 4.82, SD = 0.21), with the highest ratings in Personal Growth and Professional Development and Community Linkages and Professional Engagement. Correlational analyses showed limited associations between profile variables and teaching performance; however, age, academic rank, years of service, and number of trainings attended were significantly related to the Curriculum and Planning domain (adjusted p < .05; small-to-moderate effect sizes). Qualitative findings corroborated strong pedagogical competence, inclusive practices, transparent assessment, and sustained professional growth, while also contextualizing potential ceiling effects inherent in self-report data. Based on the integrated findings, a CTE Teacher Development Plan was formulated and is presented as an appendix, with explicit linkages to empirical results. The study underscores the value of performance data as a diagnostic input for targeted teacher development, while highlighting the need for triangulated evaluation approaches in future research.