Development and Validation of the Assessment Instrument on Teachers' Competencies Based on the Philippine Professional Standards for Teachers (PPST)
DOI:
https://doi.org/10.5281/1r457v71Keywords:
Philippine Professional Standards for Teachers, PPST, teacher competencies, instrument development, content validity, reliability, professional developmentAbstract
This study aimed to develop and validate an assessment instrument for measuring teachers’ competencies based on the Philippine Professional Standards for Teachers (PPST). The study was anchored on the seven domains and thirty-seven strands of the PPST framework, which serve as the national standards for teacher quality and professional development in the Philippines. A developmental research design was employed to systematically construct, validate, and establish the reliability of the instrument. The domains, strands, and indicators that served as the basis of the instrument were established through document analysis of the PPST framework, PPST Resource Package, and related literature on teacher competencies. From an original set of 70 items, 10 items were assigned to each of the seven PPST domains. Content validation was done by three experts, including a DepEd Education Program Supervisor, School Head and a PPST expert. Content validity was calculated in terms of Aiken’s V, Item Content Validity Index (I-CVI) and Scale Content Validity Index (S-CVI). Then, a pilot test was conducted among 30 teachers who were selected through purposive sampling to find the reliability by Cronbach’s Alpha. The results showed that the instrument had great content validity with Aiken’s V coefficient of 0.95 and an S-CVI/Ave of 0.90. Reliability analysis also found good internal consistency across all domains, with Cronbach’s Alpha coefficients ranging from 0.908 to 0.965 and an overall reliability coefficient of 0.923. The final instrument comprised 37 items representing the 37 PPST strands, after validation and refinement. The study concludes that the developed PPST-based assessment instrument is valid, reliable, and suitable for assessing teachers’ competencies and informing professional development initiatives.
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Copyright (c) 2026 Reynalyn M. Inocencio, Tina Joy V. Lastimoza, Diana V. Barabona (Author)
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