Competencies of Science Teachers in Teaching Physics in Public Secondary Schools in Catbalogan City Division: Inputs to An Intervention Program

Abstract

This study assessed the competencies of Science teachers in teaching Physics in public secondary schools in Catbalogan City Division as inputs to an intervention program. The study utilized the descriptive method of research using correlation analysis. The study focused on the following teachers’ variables: age, sex, civil status, educational background (major or minor), teaching experience, teaching load, relevant trainings and seminars attended, teaching position, and school location. With regards to civil status, it can be noted that the computed r value was 0.411. The computed t-value was greater than the critical value 2.03 at 0.05 level of significance and degrees of freedom equal to 37. Hence, the null hypothesis stating that there is no significant relationship between the test performance of the teacher-respondents and the civil status was rejected. The statistical results imply that respondents from rural schools performed just as well as or equally to the respondents from the urban schools. The concepts on identifying the colours of light; describing a short circuit; and citing the use of conductors are some of the concepts where the respondents were competent. The Science teachers encountered learning difficulties in the following concepts: identifying the source of radiation exposure; citing the use of theories and identifying the particle which is not emitted by radioactive substances. In-service training of Science teachers that led to the development of teaching competencies especially on knowledge where teachers have found difficult.