International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Volume 8 Issue 2
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Philippine Professional Standards for Teachers (PPST): Lived Experiences of Public Elementary School Teachers

Author(s) Mr. Alver Bilbao Lajera
Country Philippines
Abstract Professional teaching standards shape how teachers understand and perform their roles, yet how these standards are personally experienced by teachers remains less explored. In this study, I examined the lived experiences of public elementary school teachers in relation to the Philippine Professional Standards for Teachers (PPST). Using a qualitative phenomenological approach, I gathered teachers’ narratives through in-depth interviews to understand how they experience, interpret, and live out the PPST in their everyday professional work. Guided by Symbolic Interaction Theory, I found that teachers experience the PPST not merely as a policy requirement but as a professional guide whose meaning is gradually formed through school interactions, daily teaching practices, and professional engagement. Teachers live out the PPST implicitly rather than consciously applying it, with experiences of growth and tension forming part of their professional journey. These findings led me to view the PPST as a socially constructed and lived professional framework rather than a static evaluative tool.
Keywords lived experiences of teachers, Philippine Professional Standards for Teachers, meaning-making in teaching practice, professional growth and tension, socially constructed professional standards
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-05
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.70621
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E-ISSN 2582-2160
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