SDCA Journal of Medical Technology

Abstract

Future successful science professionals depend largely on how well science teachers have trained and thought them. There is an immense need for competent teachers who teach and train students for quality education and consequently, to be a better person when they soon become professionals. This study is beneficial to the students because of the prospective positive changes among the teaching behaviors of their teachers which will assure them that their science teachers are competent and are adequately equipped with the necessary knowledge and skills especially in the field of science to help them develop personally and professionally and thus recipient of a quality education. This study focused on the competencies of science teachers in private secondary schools in Bacoor City in terms of planning and teaching materials; instructional strategies; communication skills and evaluation tools. The research used a descriptive approach, collecting information from science teachers and fourth-year students in ten private schools. Statistical tools such as frequency and percentage, weighted means, t-tests, and chi-square were used to compare how teachers and students perceived their skills and to see how teacher profile variables were connected to their competencies. Based on the salient findings of this study, science teachers were young, female dominated, and most of them were not enrolled in graduate studies. The study uncovered that science teachers are competent in the areas of planning and teaching materials, instructional strategies, communication skills and evaluation tools. It is also revealed that there is a significant difference in the perceptions of the students and science teachers in their competencies, as well as there is a significant relationship between the competencies of the science teachers to their years of experience in the teaching profession and forms of training attended.

Keywords: Competencies; Science teachers; Private secondary schools; Bacoor City; Faculty development program.