Teaching Competence of President Ramon Magsaysay State University Teacher Education Graduates: Basis for Curriculum Enhancement Program
DOI:
https://doi.org/10.11594/ijmaber.07.10.30Keywords:
Teaching Competence, Teacher Education Graduates, Philippine Professional Standards for Teachers, Curriculum Enhancement, Teacher Education Program, Professional DevelopmentAbstract
Teaching competence remains a significant indicator of teacher education quality because teachers’ professional knowledge, instructional practices, and ability to respond to diverse learners influence the effectiveness of classroom instruction. This study assessed the teaching competence of Teacher Education graduates of President Ramon Magsaysay State University (PRMSU) using the Philippine Professional Standards for Teachers (PPST) as the basis for evaluation and curriculum enhancement. Specifically, it examined graduates’ competence across the seven PPST domains and utilized the findings as a foundation for developing a curriculum enhancement program for the Teacher Education Department.
The study employed a mixed-method research design involving quantitative assessment through a PPST-based questionnaire and qualitative analysis of open-ended responses. Participants included 112 Teacher Education graduates and 29 head teachers/supervisors who provided self-assessment and external evaluation of graduate competence. The findings showed that PRMSU Teacher Education graduates demonstrated a highly proficient level of competence across all PPST domains. Personal Growth and Professional Development emerged as one of the strongest areas, reflecting graduates’ commitment to continuous learning and professional improvement. However, qualitative responses identified areas requiring further strengthening, particularly in inclusive education, instructional innovation, assessment utilization, and exposure to diverse learner contexts.
Differences between graduate self-assessments and head teachers’ evaluations were observed in Learning Environment and Assessment and Reporting, suggesting that classroom-based competencies require continuous feedback, mentoring, and professional support. Based on the integrated findings, the PRMSU Teacher Education Excellence Advancement Program (TEEAP) was developed as a PPST-aligned curriculum enhancement framework.
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