content knowledge preparation professional practices and attributes of public secondary school science teachers in caloocan north IV-cluster and their relationship to teachers performance
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Thesis
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148
Abstract
This study was conducted to determine a) the content knowledge preparation of Grades 7-10 Science teachers in four quarters; b) how frequent these teachers apply their professional practices to engage and sustain the interest of their students; c) how often they manifest professional attributes in interacting with other teachers and participation in professional development; d) the level of performance of the teachers e) the degree of relationship of content knowledge preparation, professional practices, and attributes to teachers'
A standardized questionnaire was used as instrument which was adopted
with permission from an existing research study. This study involved all Science. teachers of Caloocan North IV-Cluster as respondents. There were 65 Science teachers from 6 secondary schools in Caloocan North IV-Cluster. Six department heads or coordinators were asked to evaluate the teachers' performance. The statistical formulas used were the Weighted Mean, Percentage Distribution, and Pearson's Product Moment Coefficient Correlation (R).
The findings revealed that most of the science teachers in Grade 7-10 were very well prepared from 1st quarter to fourth quarter, except the 1st quarter of Grade 8 and the 3rd quarter of Grade 10 that needed more preparation.
Also, the Grade 7 to 9 Science teachers were found to be using their professional practices to engage and sustain the interest of their students about half the lesson. On the other hand, the Grade 10 science teachers had applied for every or almost every lesson.
The teachers were likewise found to interact with their fellow faculty members of Science at least 1 to 3 times a week. Most of the science teachers of Grade 7 to 10 had participated in different professional development.
Based from the assessment of the department heads in Caloocan North IV-Cluster, there are 4 Neophyte Science Teachers, 28 Emerging Professional Science Teachers, 25 Master Science Teachers, and 8 Certified Science Majors.
There were more negative relationships found in content knowledge preparation and teachers performance. However there were five cases of weak positive relationships discovered. In professional practices and teachers' performance, a weak negative and weak positive correlation was found. Then, a three negative and one weak positive relationship were found in professional
attributes and teachers performance
Among the recommendations of the study was for the administrators to use the result of assessment on the content knowledge preparation of the Science teacher as guide for designing of professional development activities of the teachers for professional practices observed in the study to be used as a basis for the Science teachers training on the use of innovative teaching strategies. The application of technology is in demand for this 21" century leamers, it is the time for the science teachers to use the product of science, for the professional attributes result, Science in-service programs should be undertaken regularly based on teachers' needs to keep the teachers abreast with the rapid development in Science education; the teachers performance results reveal the level in the given category of the science teachers which can be used as a guide by the administrators to know the capacity of their teachers and where they need to go further to reach their goal. Teachers needed to work more to increase their level of performance; for administrators to plan, support, and sustain the needs of Science teachers in order to be effective. In terms of content knowledge preparation to determine if teachers are really prepared to teach the subject area a battery test or content knowledge exam should be taken by the teachers to have an actual result on what grade level they are qualified to teach. In professional practices Science teachers need technology to sustain the interest of 21st century learners. For professional attributes, appropriate and constant professional development is needed to support the K to 12 program; and for further studies on content knowledge preparation, professional practices an attributes of science teachers and their relationship to students' achievement were recommended.
A standardized questionnaire was used as instrument which was adopted
with permission from an existing research study. This study involved all Science. teachers of Caloocan North IV-Cluster as respondents. There were 65 Science teachers from 6 secondary schools in Caloocan North IV-Cluster. Six department heads or coordinators were asked to evaluate the teachers' performance. The statistical formulas used were the Weighted Mean, Percentage Distribution, and Pearson's Product Moment Coefficient Correlation (R).
The findings revealed that most of the science teachers in Grade 7-10 were very well prepared from 1st quarter to fourth quarter, except the 1st quarter of Grade 8 and the 3rd quarter of Grade 10 that needed more preparation.
Also, the Grade 7 to 9 Science teachers were found to be using their professional practices to engage and sustain the interest of their students about half the lesson. On the other hand, the Grade 10 science teachers had applied for every or almost every lesson.
The teachers were likewise found to interact with their fellow faculty members of Science at least 1 to 3 times a week. Most of the science teachers of Grade 7 to 10 had participated in different professional development.
Based from the assessment of the department heads in Caloocan North IV-Cluster, there are 4 Neophyte Science Teachers, 28 Emerging Professional Science Teachers, 25 Master Science Teachers, and 8 Certified Science Majors.
There were more negative relationships found in content knowledge preparation and teachers performance. However there were five cases of weak positive relationships discovered. In professional practices and teachers' performance, a weak negative and weak positive correlation was found. Then, a three negative and one weak positive relationship were found in professional
attributes and teachers performance
Among the recommendations of the study was for the administrators to use the result of assessment on the content knowledge preparation of the Science teacher as guide for designing of professional development activities of the teachers for professional practices observed in the study to be used as a basis for the Science teachers training on the use of innovative teaching strategies. The application of technology is in demand for this 21" century leamers, it is the time for the science teachers to use the product of science, for the professional attributes result, Science in-service programs should be undertaken regularly based on teachers' needs to keep the teachers abreast with the rapid development in Science education; the teachers performance results reveal the level in the given category of the science teachers which can be used as a guide by the administrators to know the capacity of their teachers and where they need to go further to reach their goal. Teachers needed to work more to increase their level of performance; for administrators to plan, support, and sustain the needs of Science teachers in order to be effective. In terms of content knowledge preparation to determine if teachers are really prepared to teach the subject area a battery test or content knowledge exam should be taken by the teachers to have an actual result on what grade level they are qualified to teach. In professional practices Science teachers need technology to sustain the interest of 21st century learners. For professional attributes, appropriate and constant professional development is needed to support the K to 12 program; and for further studies on content knowledge preparation, professional practices an attributes of science teachers and their relationship to students' achievement were recommended.
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