Student Assessment Of The Competency Level  Of Physical Education Teachers In Faith-Based  Secondary Schools As Perceived

Goldwyn V. Burce; Prince Royd S Manguera; Jeremiah C. Fameronag

doi:10.35974/isc.v11i4.3633

Authors

Goldwyn V. Burce Adventist Unviersity of the Philippines
Prince Royd S Manguera Adventist Unviersity of the Philippines
Jeremiah C. Fameronag Adventist University of Philippines

https://doi.org/10.35974/isc.v11i4.3633

Keywords:

Teacher Competency, In-Service Training, Holistic Development

Abstract

This research aimed to assess the competency levels of Physical Education (PE) teachers in faith-based secondary schools in Luzon, using the Philippine Professional Standards for Teachers (PPST) as a framework. The research sought to identify areas for improvement and develop targeted in-service training programs, aiming to enhance the quality of PE instruction and support holistic student development. A descriptive quantitative research design was employed, collecting data through surveys from 101 students. This approach evaluated teacher competencies comprehensively across seven PPST domains, including Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, and Personal Growth and Professional Development. The findings revealed high competency levels across PPST domains, with notable strengths in Community Linkages and Professional Engagement. However, areas such as (1) communication with parents/guardians, (2) integration of Information and Communication Technology (ICT) into teaching practices, and (3) professional collaboration were identified as needing improvement. The study recommends in-service training programs focusing on these areas, including workshops on effective communication strategies, ICT integration, and fostering professional collaboration among teachers. By addressing these gaps, the overall competency of PE teachers can be improved, ensuring high-quality education and supporting the holistic development of students in faith-based secondary schools.

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