THE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION

TitleTHE INFLUENCE OF TEACHING COMPETENCIES ON TEACHERS’ PERFORMANCE AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PRIMARY SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2024
AuthorsCanuto, PP, Choycawen, M, Pagdawan, R
JournalProblems of Education in the 21st Century
Volume82
Issue1
Start Page29-47
PaginationContinuous
Date PublishedFebruary/2024
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordsprimary science education, primary science teachers, students’ science academic achievement, teacher performance, teaching competency
Abstract

The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.

URLhttps://oaji.net/articles/2023/457-1708676519.pdf
DOI10.33225/pec/24.82.29
Refereed DesignationRefereed
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