ABSTRACT
This study determines the motivation level, self-efficacy and employability of aspiring teachers in the context of Philippine Professional Standards for Teachers (PPST) in selected schools of the Municipality of Albuera, Leyte Division. The thirty (30) aspiring teachers from the municipality mentioned were involved in the study were involved in the study. Several survey questionnaires were used to gather the data from the respondents which measure their level of motivation, self-efficacy and extent of employability of aspiring teachers in the context of Philippine Professional Standards for teachers (PPST). Based on the findings of the study, it can be concluded that aspiring teachers possess the essential qualities and competencies necessary for future success in the teaching profession. Although the respondents demonstrated a moderate level of motivation in choosing teaching as a profession, they exhibited a very high level of teachers’ self-efficacy and a very high extent of employability based on the Philippine Professional Standards for Teachers (PPST). The respondents appear to be well-prepared academically, professionally, and personally for the demands of the teaching profession. Overall, the findings imply that aspiring teachers are generally prepared and capable of becoming effective educators. However, strengthening their intrinsic motivation and sustaining their professional confidence remain important to ensure long-term commitment, effectiveness, and satisfaction in the teaching profession.
Keywords: Motivation, Self-Efficacy, Employability, Aspiring Teachers PPST
INTRODUCTION
Education plays a pivotal role in national development, and teachers serve as the cornerstone of quality learning. In the Philippines, the professional competence of teachers is guided by the Department of Education through the implementation of the Philippine Professional Standards for Teachers. The PPST outlines the knowledge, skills, values, and professional engagement required of teachers across different career stages, ensuring that educators meet national and global standards of quality instruction.
In recent years, the teaching profession has attracted a growing number of graduates from teacher education institutions. Each year, thousands of aspiring teachers successfully pass the Professional Regulation Commission Licensure Examination for Teachers (LET), increasing the pool of qualified applicants seeking permanent teaching positions in public schools. Consequently, many aspiring teachers find themselves in a highly competitive employment environment with only a few available permanent teaching positions (Delos Reyes & Llagas, 2021). However, despite the rising number of licensed teachers, available permanent plantilla items remain limited. This imbalance between the supply of teacher applicants and the demand for permanent teaching positions has intensified competition, making employability a pressing concern among aspiring educators.
The increasing number of teacher education graduates and LET passers in the Philippines has created a highly competitive employment environment. Although many aspiring teachers are academically prepared and licensed, not all secure permanent positions immediately. This situation calls for a deeper examination of factors beyond academic qualifications—particularly psychological constructs such as motivation and self-efficacy—that may influence employability.
In this competitive environment, academic credentials alone may not guarantee employment. Schools increasingly look for applicants who demonstrate strong professional motivation, high self-efficacy, and alignment with the PPST domains and indicators. Motivation influences an individual’s drive to pursue and persist in a teaching career despite employment uncertainties. Self-efficacy, or one’s belief in their capacity to organize and execute teaching-related tasks, significantly affects performance, adaptability, and resilience during the application and selection process. Employability, on the other hand, extends beyond employment status and encompasses competencies, professional attributes, and readiness aligned with PPST expectations.
Delos Reyes and Llagas (2021) investigated factors affecting employability of teacher education graduates in a Philippine state university. Findings revealed that motivation and professional attitudes significantly influenced graduates’ career preparedness and job search behaviors, especially in contexts with limited job vacancies. The study emphasized that motivation plays a crucial role in sustaining job pursuit efforts and aligning graduate expectations with actual employment opportunities. (Delos Reyes & Llagas, 2021).
Further, Navarro and Sarmiento (2019) examined employability skills among graduates of teacher education programs. They found that communication skills, professional competencies, and confidence levels significantly predicted employment status post-graduation. Graduates with stronger soft skills and professional confidence were more successful in obtaining teaching positions, (Navarro & Sarmiento, 2019).
While not an empirical study, the PPST framework (DepEd, 2017) articulates the competencies expected of teachers. Studies have since used PPST as a benchmark for measuring teacher readiness and aligning employability outcomes with national standards. PPST provides a comprehensive framework for assessing professional capacities of teachers. (DepEd, 2017).
While several studies have examined teacher competence and instructional effectiveness, limited research has explored how motivation and self-efficacy relate to the employability of aspiring teachers within the framework of the PPST, particularly in a context where there are more applicants than available permanent positions. Understanding these relationships is essential to determine whether aspiring teachers possess the psychological and professional readiness required to meet national teaching standards and to remain competitive in the employment landscape.
Hence, it is in this premise that the researcher, who is at the same time a teacher 1 applicant for so many years, decided to conduct this study to determine the relationship between the extent of motivation, self-efficacy and employability of aspiring teachers in the context of the Philippine Professional Standards for Teachers. The findings of the study were basis for a proposed improvement plan.
This study determines the motivation level, self-efficacy and employability of aspiring teachers in the context of Philippine Professional Standards for Teachers (PPST) in selected schools of the Municipality of Albuera, Leyte Division. The findings of the study were basis for the proposed intervention plan.
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