International Journal For Multidisciplinary Research

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

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Volume 8 Issue 2
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Science Teachers’ Professional Development and Teaching Competence: Implications for Educational Practice

Author(s) Ms. Iries Jane Concha Calumbay
Country Philippines
Abstract This paper analyzes the professional development (PD) and teaching competence (TC) of 207 junior high school science teachers from 46 public schools of various sizes and locations in the Division of Agusan del Sur, Philippines. This study aims to present a comprehensive description on the level of teachers’ PD in four key areas: career goal practices (CGP), professional ability (PA), promotion speed (PS), and in participation in seminars and trainings (PST). Moreover, it is also concern to evaluate the level of teachers’ competence in terms of self-efficacy (SE), technological pedagogical content knowledge (TPACK) and teaching practices (TP). The study utilized a quantitative descriptive research design of which findings revealed that science teachers exhibited very high labels of PD specifically in the areas of CGP and PA which suggests that teachers reflect a strong commitment to continuous growth. Furthermore, data also revealed a very high level of competence in terms of SE and TP which suggests that teachers are confident in their ability to manage classrooms and deliver effective lessons. However, data showed that the lowest confidence is in the integration of technology in teaching, specifically within the TPACK framework, and therefore identified as an area for further improvement. Nonetheless, teach-ers generally felt competent in using technology but there is a continued need to target PD that bridges the gap between technology and pedagogy. Thus, the study underlined the importance of continuous and contextualized PD programs to address the areas of science education and pedagogy to improve the teaching and learning process.
Keywords Professional Development, Teaching Competence, Science teachers
Field Sociology > Education
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-23
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.72086
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