Professional Standards and Core Competencies of Math Teachers in Relation to Selected Variables

This study determined the professional standards and core competencies of Senior High School teachers based on the Individual Performance Commitment and Review Form (IPCRF) and examined their relationships with selected demographic variables as a basis for an intervention program. A descriptive-correlational research design was employed involving 113 Senior High School teachers from one division in the Negros Island Region during the school year 2026-2027. Data were obtained using the standardized IPCRF and a core competency assessment. Results showed that the teachers demonstrated an outstanding level of professional standards and a very satisfactory level of core competencies. Professional standards showed no significant relationship with age, length of service, or educational attainment, but a significant relationship was found with sex. Similarly, core competencies were significantly related to sex, but not to age, length of service, or educational attainment. The findings provide an empirical basis for developing targeted professional development and intervention programs to sustain teacher excellence and strengthen core competencies.

Education

1. Andres, L. M., Dela Cruz, J. B., Gonzaga, M. P., Rodriguez, I. S., Sanchez, J. A., & Ortiz, A. F. (2021). Teachers’ level of adaptability and performance: Their response to the rapidly transforming academic world. International Journal of English Literature and Social Sciences, 6(3), 17–25. [Google Scholar] [Crossref]

2. Año, F. R. (2020). Innovative clinical supervision for excellence in pedagogy: An outcome-based project in improving the attributes and performance level of K to 12 teachers. JPAIR Institutional Research, 14(1), 90–106. [Google Scholar] [Crossref]

3. Aquino, C. J. C., Afalla, B. T., & Fabelico, F. L. (2021). Managing educational institutions: School heads’ leadership practices and teachers’ performance. International Journal of Evaluation and Research in Education, 10(4), 1325–1333. [Google Scholar] [Crossref]

4. Baesa-Alfelor, X. S., & Ocampo, D. M. (2023). English language teaching (ELT) appraisal in the trifocal system of the Philippine education: Basis for policy and advancement program. Journal of Innovative Research, 1(3), 40–48. [Google Scholar] [Crossref]

5. Bantoc, A. A., & Yazon, A. D. (2023). Self-efficacy, core behavioral competence and performance of teachers: A scaffold for proficient and highly proficient teachers. International Journal of Multidisciplinary Applied Business and Education Research, 4(12), 4530–4555. [Google Scholar] [Crossref]

6. Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers' psychological characteristics: Do they matter for teacher effectiveness, teachers' well-being, retention, and interpersonal relations? Educational Psychology Review, 34(1), 259–300. [Google Scholar] [Crossref]

7. Beg, S., Fitzpatrick, A., & Lucas, A. M. (2021). Gender bias in assessments of teacher performance. AEA Papers and Proceedings, 111, 190–195. [Google Scholar] [Crossref]

8. Cabañero, P. F. H. V., Llantos, M. G., Macawili, M., & Romantico, J. (2025). Teaching capabilities, behavioral competencies, and performance of public school teachers. International Journal of Research and Innovation in Social Science, 9(3), 4393–4405. [Google Scholar] [Crossref]

9. Cañete, N. R. A. (2026). Predictive influence of supervisory behavior orientations on the instructional performance of teachers in large-type high schools. International Journal of Research and Innovation in Social Science, 10(26), 1628–1653. [Google Scholar] [Crossref]

10. Collie, R. J. (2021). Teacher well-being and occupational stress: Implications for professional behavior and effectiveness. Teaching and Teacher Education, 102, 103323. [Google Scholar] [Crossref]

11. Cruzos, J. (2022). The core behavioral competencies, work attitudes and teaching performance of senior high school teachers: Input for an intervention scheme. [Google Scholar] [Crossref]

12. Gacusan, N. D., & Calangi, E. M. (2022). Work performance of teachers: A demographic analysis based on IPCRF. Global Scientific Journal, 10(7), 45–56. [Google Scholar] [Crossref]

13. Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors affecting teacher performance. International Journal of Evaluation and Research in Education, 10(4), 1462–1468. [Google Scholar] [Crossref]

14. Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2021). Teachers’ relatedness with students: An underemphasized component of teachers’ core behavioral competencies. Educational Psychologist, 56(4), 258–276. [Google Scholar] [Crossref]

15. Kraft, M. A., Blazar, D., & Hogan, D. (2021). The effect of teacher coaching on instruction and achievement: A meta-analysis. Review of Educational Research, 91(4), 537–565. [Google Scholar] [Crossref]

16. López-Martín, E., Gutiérrez-de-Rozas, B., González-Benito, A. M., & Expósito-Casas, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students' academic achievement. International Journal of Educational Research, 121, Article 102199. [Google Scholar] [Crossref]

17. Matibag, J. R., & Banayo, M. C. (2021). Alignment of teachers’ performance indicators with the Philippine Professional Standards for Teachers (PPST). Journal of Education and Practice, 12(15), 45–53. [Google Scholar] [Crossref]

18. Saibudin, D. L., Lacandazo, M. S., & Claveria, V. R. (2022). Job satisfaction and performance of public secondary school teachers in Bataraza, Palawan. Psychology and Education: A Multidisciplinary Journal, 5(1), 726–731. [Google Scholar] [Crossref]

19. Skaalvik, E. M., & Skaalvik, S. (2021). Teacher stress and motivation: Implications for teacher behavior and performance. Teaching and Teacher Education, 97, 103215. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study