Longitudinal Assessment of Teachers’ Priority Development Needs across PPST Domains at Mandalagan National High School

This study assessed and tracked the longitudinal professional development needs of 29 permanent teachers at Mandalagan National High School across the seven domains of the Philippine Professional Standards for Teachers (PPST) over three school years (2025–2028). Utilizing a longitudinal descriptive-comparative research design and purposive total enumeration, the research monitored a cohort primarily composed of Beginning Teachers (75.9%) and females (75.9%) to identify shifting priorities during the institutionalization of the MATATAG Curriculum. Data were gathered through the electronic Self-Assessment Tool (e-SAT) and analyzed using the Friedman Test, Mann-Whitney U Test, and Independent Samples t-test. The findings revealed that Domain 5 (Assessment and Reporting) and Domain 3 (Diversity of Learners) were consistent "Very High Priority" needs (M=3.58 and M=3.56, respectively). Statistical analysis identified a significant "MATATAG Effect" within the Junior High School (JHS) department, where Domain 3 needs spiked significantly over three years (chi2 = 18.42, p = 0.001), while the Senior High School (SHS) department remained statistically stable (p = 0.341), indicating higher instructional maturity. Furthermore, a significant sex-based difference in technical needs was identified (p = 0.018), with male teachers reporting higher struggles in Domain 5 during the initial years, though priorities converged by Year 3 (p = 0.152). The study concludes that curriculum rollouts induce a systemic "transition shock" in pedagogical domains, while assessment anxieties are closely tied to early career stages. Consequently, professional development must shift from "one-size-fits-all" sessions to gender-responsive, department-specific interventions. Recommendations include the adoption of a "Longitudinal Needs Map" for Differentiated School Learning Action Cells (SLACs), mentorship re-engineering to address leadership bottlenecks, and a shift by the Department of Education (DepEd) toward longitudinal tracking models for data-driven Learning and Development (L&D) planning.