Teachers' Adherence to The Philippine Professional Standards for Teachers and its Relationship with Students' Academic Performance: Basis For a Learning And Development Activity Plan at Sta. Cruz Pingkian High School

This descriptive-correlational study examined the relationship between teachers' adherence to the Philippine Professional Standards for Teachers (PPST) indicators and students' academic performance at Sta. Cruz Pingkian High School during the second semester of School Year 2025–2026. Thirty-three (33) Teacher I to Teacher III educators were selected through purposive sampling. The study used a researcher-made 36-item survey instrument anchored on the seven PPST domains to measure adherence, while students' General Weighted Average (GWA) in core learning areas was retrieved from official school records. Preliminary Shapiro-Wilk normality tests confirmed non-normal distributions, justifying non-parametric statistics: Spearman rank-order correlation, Mann-Whitney U, Kruskal-Wallis H, and Dunn's post-hoc test with Bonferroni correction. Results revealed high teacher adherence across all seven PPST domains (Overall M = 3.72, SD = 0.25), with Domain 2 (Learning Environment) obtaining the highest mean and Domain 7 (Personal Growth and Professional Development) the lowest. Students' academic performance was predominantly Very Satisfactory (90.9%), with GWA scores ranging from 84 to 93. Spearman correlation analysis yielded no statistically significant relationship between any PPST domain and students' GWA. Age and teaching position were the only profile variables that significantly differentiated PPST adherence. Based on these findings, the study proposed a three-day Learning and Development Activity Plan targeting Domains 3 (Diversity of Learners), 2 (Learning Environment), and 5 (Assessment and Reporting).