Competency Level of Junior High School Science Teachers in Mountain Province, Philippines

Abstract

Using descriptive research, the study determined the competency level of junior high school science teachers in terms of a. Social regard for learning; b. Curriculum; c. Learning Environment; d. Planning, Assessing, and Reporting; e. Diversity of Learners; f. Community Linkage g. Personal and Professional Development and Professional Index of Individual Plan for Professional Development (TIPPD). The competency level of junior high school science teachers was “satisfactory,” as reflected in the mean of 3.13 using Friedman’s two-way ANOVA. Using Sandler’s A test, the difference in the teachers' competency level according to qualification is significant. Their strength is in Social Regard for Learning. The weaknesses are the Diversity of Learning and Community Linkages. For the Professional Index of Teacher’s Individual Plan for Professional Development (TIPPD), 50% are experienced teachers, 41.67% are developing, and 8.33% are experts. Statistical analysis revealed no significant difference in the Professional Index of Teachers Individual Plan for Professional development (TIPPD) according to work experience, training attended, and qualification. The length of service and number of training attended is not significantly associated with junior high school science teachers' competency level—however, a marked difference in the competency level in terms of qualification. The work experience, the number of training attended, and teachers' qualifications do not have a bearing on the Professional Index of Teachers’ Individual Plan for Professional Development. Finally, the professional development of teachers needs to be addressed. Teachers should diversify their learning approaches to take the needs of diverse learners. Community linkage should be strengthened, and school heads should fully implement continuing education programs for teachers.