Secondary School Chemistry Teachers' Competencies: Inputs To A Proposed Model for Staff Development
Keywords:
Chemistry Teachers, Competencies, Proposed Model, Staff DevelopmentAbstract
This study aimed to determine the competencies of the high school chemistry teachers in Eastern Visayas that can be used as inputs to a proposed model for staff development. The normative-descriptive method of research was employed in this study using questionnaires –checklists developed by the researcher and validated by subject matter specialists for content and by non-respondent teachers and students for readability and clarity of instructions. The data was gathered during the second semester of the school year 1990-1991. In Eastern Visayas there is an acute shortage of chemistry teachers with appropriate educational qualifications and training; the chemistry teachers are not fully confident of their knowledge of chemistry concepts particularly carboxylic acids and esters in organic chemistry; properties of equilibrium constant and calculations at equilibrium in chemical equilibria; molecular geometry in covalent and hydrogen bonding; electrochemical series in electrochemistry; buffers in pH concept; and quark theory. They feel that they cannot perform proficiently laboratory operations such as dispose acid/toxic waste, select a substitute for a given chemical, calibrate volumetric instruments, do ignition, identify terminals of galvanometer, do simple dialysis, do electroplating, use a calorimeter, use pH meter, do paper chromatography, select proper indicator for titration, identify terminals of ammeter, use dessicator, use an autoclave, do column chromatography, do thin layer chromatography, do refluxing, and operate a spectrometer. The teachers feel competent with the four major teaching methods, namely: lecture-demonstration, laboratory activity, directed study, and problem solving, but sparingly use the last two in teaching concepts.
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