Assessment of essential competencies of newly hired public school teachers: Basis for the development of a targeted enhancement program

This study assessed the essential competencies of newly hired public school teachers in selected schools in SDO Bulacan and SDO City of Baliwag, serving as a basis for a targeted enhancement program. Utilizing a descriptive-quantitative research design, data were gathered through a self-assessment tool anchored on the Philippine Professional Standards for Teachers (PPST). Findings revealed that both elementary and secondary teachers generally rated themselves as “very satisfactory” across most competency domains, particularly in learner motivation, collaborative learning, and professional engagement. Secondary teachers demonstrated slightly higher mean scores compared to elementary teachers, especially in learner behavior management, which showed a statistically significant difference.
Despite high self-perceived capability, both groups identified priority areas for development, including instructional planning, use of teaching resources, differentiated instruction, constructive feedback, and inclusive education strategies. Notably, professional development emerged as the top priority across both groups, indicating a strong commitment to continuous learning. Statistical analysis further revealed no significant differences in development priorities between elementary and secondary teachers, suggesting common professional needs regardless of teaching level.
The study highlights a gap between perceived competence and the need for further skill enhancement in specific domains. These findings underscore the importance of structured and responsive professional development programs. Consequently, a targeted enhancement program was proposed, focusing on ICT integration, positive discipline, differentiated instruction, and assessment practices. The study concludes that strengthening these competencies through data-driven interventions can significantly improve teaching effectiveness and contribute to better student learning outcomes.