Teachers’ Competence in Teaching Science: A Cornerstone for Professional Development.
DOI:
https://doi.org/10.65339/ijsair.V2.I3.750Keywords:
Competence, Knowledge, Science Teachers, Skills, Teaching Competence, Teachers' AttitudesAbstract
This study assessed the teaching competence of Grade 5 teachers teaching Science in Ambaguio, Nueva Vizcaya, focusing on their knowledge, skills, attitudes, and the factors affecting their competence. Anchored on the Input-Process-Output (IPO) framework, the study employed a descriptive research design using a researcher-made, validated questionnaire administered to purposively selected Science teachers. Data were analyzed using frequency, percentage, and weighted mean to describe the respondents' profile and evaluate their teaching competence. The findings revealed that the respondents were predominantly experienced, middle-aged, married female teachers who actively pursued professional development and demonstrated strong commitment to the teaching profession. The respondents exhibited a very evident level of competence in terms of knowledge (WM = 4.65), skills (WM = 4.64), and attitudes (WM = 4.40), particularly in lesson planning, content development, instructional delivery, communication, learner engagement, collaboration, fairness, and professionalism. However, the factors affecting teaching competence were perceived as moderately serious (WM = 2.70), with administrative workload, limited instructional resources, insufficient training opportunities, unclear operational procedures, and performance appraisal processes identified as the primary concerns. The study concluded that while Science teachers demonstrate a high level of teaching competence, continuous institutional support and professional development remain necessary to sustain and further enhance instructional effectiveness. Accordingly, the study recommends continuous professional development, strengthened collaboration among teachers, improved administrative support, adequate instructional resources, enhanced parent-school communication, mentoring initiatives, and regular feedback mechanisms to further improve teaching competence. This study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting teacher competence as a key component of quality Science instruction. It also contributes to educational and institutional sustainability by providing evidence that can guide teacher development initiatives, strengthen instructional practices, and promote continuous improvement in educational quality.
References
Abulon, J. (2014). Basic education teachers’ concept of effective teaching and its inputs to teacher education curriculum in the Philippines [Unpublished manuscript].
Askew, M., Brown, G., Rhodes, V., & Wiliam, D. (1997). Teachers' beliefs about the effectiveness of different teaching strategies. Educational Review, 49(2), 121–132.
Balachandran, K. (1981). Essential teaching competencies. Journal of Teacher Education, 35(4), 45–52.
Barney, J. B., Wright, M., & Ketchen, D. J. (2010). The resource-based view of the firm: Ten years after. Journal of Management, 27(6), 625–641.
Bennett, J. (1988). Competencies for effective teaching. Journal of Educational Psychology, 80(2), 197–209.
Bhagoliwal, S. K. (1982). Imaginative thinking in teaching. Educational Psychology, 4(3), 123–130.
Cernusca, L., & Dima, C. (2008). Competency mapping and assessment tools: A review. Management & Organizational Studies, 5(2), 45–55.
Clinchy, E. (2012). Classroom activities and lesson planning: Addressing teacher competencies. Teaching and Teacher Education, 28(4), 561–567.
Coladarsi, C. (2002). Teacher commitment and its impact on effectiveness. International Journal of Educational Research, 37(4), 345–358.
Daivel, P., & Rao, S. (1968). Characteristics of effective teachers. Indian Journal of Education, 44(3), 184–190.
Damayon, R. (2018). Science teachers’ professional development and instructional practices. Philippine Journal of Education, 92(2), 123–140.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1–44.
Debnath, R. (1971). Teachers’ qualifications and teaching effectiveness. Educational Review, 23(1), 29–35.
Fullan, M. (2012). The new mindsets: Changing teaching to improve student learning. Jossey-Bass.
George, P. (1975). Competencies of effective teachers. Educational Leadership, 32(7), 54–58.
Harslett, S., et al. (2000). Teacher competencies and student motivation. Journal of Educational Psychology, 92(1), 56–66.
Hawley, W. D., & Valli, L. (1999). The essentials of effective teaching: A handbook for teachers. Jossey-Bass.
Hudson, P. (2008). Teacher instructional competence and student achievement. Educational Research Quarterly, 31(3), 28–34.
Ing., K., & Čambál, M. (2012). Managerial competencies in human resource management. Organizational Development Journal, 30(4), 45–55.
Jangira, N. K., & Ajit, K. (1982). Teaching skills and competencies. Indian Journal of Teacher Education, 3(1), 14–21.
Jasman, A. (2002). Teachers' cooperation with parents and community. International Journal of Educational Management, 16(1), 49–56.
Kagan, S. (1992). Implications of research on teacher effectiveness. Journal of Teacher Education, 43(2), 105–113.
Kanupriya, M., Sanghi, S., & Medury, Y. (2013). A principal component analysis of teaching competencies required for management education. International Journal of Management, 4(2), 45–60.
Kennedy, M. M. (1990). The role of subject matter knowledge in teaching. Educational Researcher, 19(4), 14–17.
Krajčovičová, I., & Čambál, M. (2012). Competency models in management. European Journal of Management, 12(3), 34–42.
Lambert, N. (1984). Teacher self-awareness and professional development. Journal of Teacher Education, 36(3), 20–27.
Lucia, A., & Lespinger, R. (1999). Competencies and performance: A review. Human Resource Development Quarterly, 10(1), 25–40.
Lucian, C., & Cristina, D. (2008). Competency mapping in organizations. Management Review, 17(2), 25–33.
Mann, H. (1980). Qualities of successful teachers. Journal of Educational Psychology, 72(4), 657–668.
McBer, H. (2000). Research on teacher effectiveness. Educational Research, 42(3), 247–269.
McClelland, D. C. (1973). Testing for competence rather than intelligence. American Psychologist, 28(1), 1–14.
Medwell, J., et al. (1998). Teachers’ beliefs and classroom practices. British Journal of Educational Psychology, 68(2), 285–304.
Meijer, P. C., et al. (1999). Competency models in education. European Journal of Education, 34(4), 383–394.
Meijer, P. C., et al. (2001). Developing teacher competencies. Educational Research and Evaluation, 7(2), 117–130.
Naqvi, F. (2009). Talent management and competency mapping. Human Resource Management Journal, 20(1), 56–65.
Newton, P., & Rovegno, P. (1998). Teachers’ beliefs about subject matter. Journal of Curriculum Studies, 30(2), 193–204.
Obikan, S. (2010). Science teacher professional development. National Science Journal, 15(2), 45–52.
Pachauri, S. (1983). Teacher personality traits and effectiveness. Educational Psychology, 5(1), 23–30.
Parry, S. B. (1996). The quest for competencies. Training.
Passi, & Sharma, R. (1982). Teaching competencies in Hindi education. Indian Journal of Teacher Education, 5(2), 35–41.
Perrone, V., & Traver, T. (1996). Knowledge acquisition and teaching effectiveness. Journal of Teacher Education, 47(4), 395–397.
Raju, P. V. S. R. (1994). Predictors of teaching effectiveness. Indian Journal of Educational Research, 16(3), 45–52.
Ramakrishnan, G. (2006). Competency mapping in human resources. HR Journal, 12(4), 22–29.
Rankin, R. (2005). Competency frameworks in organizations. Journal of Organizational Behavior, 26(7), 789–805.
Rojon, C. (2006). Competency-based assessment: What is it? International Journal of Training and Development, 10(2), 99–117.
Sadker, M., & Sadker, D. (1997). Teachers, schools, and society. McGraw-Hill.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sharma, S., & Kumar, R. (1992). Teaching skills in education. Journal of Teacher Development, 4(1), 12–20.
Shirish, C. S. (2005). Critical competencies in organizational success. HRD Quarterly, 16(3), 273–289.
Shirish, C. S. (2005). Developing critical competencies in organizations. Human Resource Development Quarterly, 16(3), 273–289.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Turner-Bisset, A. (1999). Developing pedagogical knowledge. Teacher Development Journal, 3(1), 43–48.
Turner-Bisset, A. (2001). Knowledge of self and teaching effectiveness. Educational Psychology, 21(2), 110–112.
Wade, S., & Moor, K. (1992). Teacher competencies and student engagement. Educational Psychology, 12(4), 237–245.
Wang, M., et al. (1999). Classroom management and teacher effectiveness. Educational Research Quarterly, 23(3), 15–25.
Witt, G. (1996). Teacher attitudes and student achievement. Journal of Educational Psychology, 88(2), 233–245.
Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Routledge.
