Science Teachers’ Competence Reflective of The New Normal Flexible Learning Modalities
Keywords:
Science Teachers, Teaching Competencies, Descriptive-Correlational, Carcar City DivisionAbstract
This study aimed to determine the Science Teachers’ competence reflective of the new normal flexible learning modalities for the school year 2022-2023 at Carcar City Division as basis for a teacher support model. The study is quantitative in nature which utilized the descriptive-correlational design to determine the competencies of the Science teachers. Furthermore, qualitative research using thematic analysis was also used in probing students’ perceptions of their teacher’s teaching competencies which focused on the areas of Classroom Management, Instructional Delivery, Formative Assessment and Personal Competencies. Findings revealed that majority of the respondents were 31-40 years old, female, with MA units, General Science major, holders of Teacher 3 positions who had attended various trainings relevant to Science. They had teaching experience of 1-5 and 6-10 years respectively. Students under the Science teachers had Outstanding academic performance and the teachers had Very Satisfactory ratings in their Individual Performance Commitment Form (IPCRF). It was further shown that the Science teachers were Highly Competent based on classroom management, instructional delivery, formative assessment, and personal competencies as rated by the teachers, master teachers and principals. As to the level of significance on the demographic profile and the teachers’ teaching competencies, it was found out that only educational attainment of the science teachers is moderately, inversely, and significantly related to their competency in terms of classroom management. In conclusion, Science teachers as educators should demonstrate the following competencies such as effective classroom management, instructional delivery, formative assessment, and personal competencies which are expected to promote purposeful learning among the students.
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