Competency Needs of Non-Major Araling Panlipunan Teachers
DOI:
https://doi.org/10.5281/zenodo.15430110Keywords:
Competency, Non-major, Araling Panlipuna, TeachersAbstract
This study aimed to determine the level of teaching competence of non-major Araling Panlipunan teachers using a descriptive quantitative research design. A total of 32 non-major teachers, along with their students and school heads, participated in the study. Data were gathered through a 35-item validated survey instrument covering seven key competency domains: content knowledge, pedagogical skills, resource utilization, student engagement strategies, professional needs, integration of cross-disciplinary concepts, and assessment and evaluation techniques. Findings revealed that the overall level of competence was rated high by both the teachers and school heads, but only average by students. Similar patterns emerged across teacher profiles such as area of specialization and years of experience. While performance ratings were consistently very satisfactory, statistical analysis showed no significant differences in competence based on specialization, but a significant difference was found based on teaching experience. These results suggest that while non-major teachers generally perform well, there remains a need to strengthen student-centered teaching and deepen subject mastery. The study recommends that the Department of Education provide ongoing, discipline-specific professional development to support non-major teachers and enhance student learning experiences in Araling Panlipunan.
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