Professional Standards for Teachers Landscape in the Standpoint of Teaching Profession: Insight from Higher Education Institution (HEI) Instructors

Abstract

This descriptive research explores the insights of the instructors in the Higher Education Institution (HEI) about the professional standards for teachers along with the domains to identify the level of their proficiency. There were eighty-four instructors who served as participants in College of Education of Ifugao State University. Survey questionnaire and interview guide questions were utilized in this study to determine the proficiency level and challenges in the implementation of professional standards for teachers. Mean was used in the descriptive statistics while thematic analysis was utilized in the qualitative part. Relevant findings stressed the importance of customized professional development, long-term faculty evaluation, cultural sensitivity, and community and personal involvement. Effective and engaging training methods, feedback, and efficient resource allocation are vital for faculty development. As to the challenges, three distinct themes were derived as to the following: failure to adhere to guidelines, poor administrative supervision; and lack of training and technical assistance. The research output aimed to intensify instructors’ delivery of quality instruction and governance, to provide valuable guidance to improve faculty performance, and to cater to instructors’ diverse needs along with professional standards.