Efficacy and Performance of Grade 8 Science Teachers, Division of Catanduanes

Abstract

INTRODUCTION

Science Education in the Philippines is ranked 76th out of 137 countries reflecting an alarming state of the quality of instruction students receive. It has been investigated in the past that performance of students lies heavily on teacher factors. However, most studies fail to formally evaluate what misconceptions teachers may have taught and factors affecting performance in teaching. This study focuses on teaching efficacy and knowledge on Laws of Motion.

METHODS

The study measured the efficacy and determined its relationship tothe performance of Grade 8 Science teachers in the Division of Catanduanes through a Correlational and Causal Comparative Research. Respondents of the research are the Grade 8 Science Teachers of the public secondary schools in the Division of Catanduanesduring the School Year 2015 -2016. The tool used in this study were the Force Concept Inventory (FCI) and the Teaching Self Efficacy Scale (TSES). The tools were already validated to be culture-and gender-unbiased.

RESULTS

The study concluded that a typical Grade 8 Science teacher in the Division is an experienced female teacher with a Bachelor's Degree. Teaching efficacy of the teachers is above average. Respondents have low performance on force concepts. Efficacy does not contribute to the level of performance of the respondents. Efficacy among females is significantly higher than males. Sex, experience, and highest educational attainment don't guarantee a better level of performance and understanding on Force Concepts. Most of the teacher respondents have a great amount of non-comprehension on Force Concepts regarding motion and factors that affect motion.

DISCUSSIONS

Results emphasize the importance of enrichment needed by the teachers on Classical Mechanics as reflected on the results of the FCI. It also reflects that while teachers have high efficacy ratings among themselves, it creates a false sense of affirmation on the correctness of the content of their lesson, hence increasing the chance of teaching misconceptions among students. However, it is recommended that the tool for measuring teaching efficacy be translated to the local language in order to improve the reliability of the tool and remove cultural biases. Aside from the responses on the tall, it is recommended to ask for a qualitative response to their choices on each item.

Department of Education and teacher education institutions should consider their professional improvement policies for Science specialists.