Teaching Competencies of the Pre-Service English Teachers Based on the Domains of the Philippine Professional Standards for Teachers (PPST)

In the Philippines in 2017, teachers’ competence was assessed using the Philippine Professional Standard for Teachers (PPST). The new framework that superseded the nation’s prior paradigm, the National Competency-Based Teacher Standards (NCBTS), was issued by DepEd Order No.42, s. This study assesses the teaching competency of pre-service English teachers at Trinidad Municipal College (TMC), Poblacion, Trinidad, Bohol, using the Philippines Professional Standards for Teachers (PPST) guidelines. The survey instrument was used to collect data from 100 pre-service English teachers at Trinidad Municipal College (TMC) and English instructors employed at the same institution. The research questionnaire that included specific PPST indicators was the primary tool for gathering data. The study revealed that the pre-service English teachers had an advanced level of teaching Competence in Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners, Curriculum and Planning, Assessment and Reporting, Community Linkages and Professional Engagement, Personal Growth, and Professional Development domains of the PPST. Among the domains of the PPST, to put it briefly, they considered themselves as ‘proficient.’ To enhance the teaching competency of pre-service English teachers, we will propose policies and programs to achieve a significantly higher level of proficiency.