REASONS FOR THE

CONDUCT OF THE
STUDY

Improvement of student outcomes comes with the improvement of the quality

of the Teaching Force
Problems on the recruitment and retention of quality teachers
Ageing among the teaching workforce
High rates of Attrition amiong new teachers
Shortage of quality teachers in high-demand subject areas and disadvantaged
Contemporary schools
Concern about attracting high achieving and motivated candidates in the
Issues on Teacher Education Program
Teaching Lowering of the qualification requirements in certification, licensing and
recruitment of new teachers

"Do the teachers sufficiently incorporate the latest scientific research on

learning?"
"Do teachers sufficiently incorporate 21st Century knowledge in their practice?"
21st Century Do teachers have the relevant knowledge of teaching 21st Century skills?"
Teaching Issues
Do Science teachers have sufficient capability to use IT, computer program and
technology to increase her teaching potentials?

Since Teacher plays the most important role in the teaching-

learning process, this necessitates the need for:
Need-based teachers who have the necessaryexperience;
Issues
teachers who has the potentials and experience
teachers to knows the learners;
teacher who know the curriculum and educational end;
teacher who knows and specializes in her subject matter he's
teaching
Teacher who know how to use approprite teaching startegies and
the "tools of trade" materials
teacher who is able and commited in the realization of the goals of
the curriculum
The most influential type of
Teacher’s Knowledge are:
Knowledge on the
Knowledge on the behavior
behavior of
of teacher
teacher that
that
Pedagogical Content enable him
enable him to
to make
make use
use of his abilities
of his abilities in the
in the
performance of an
performance of an action
action (Teachers
(Teachers Self
Self
Knowledge and Teachers’ Efficacy)
Efficacy)
Self-Efficacy
Knowledge
Knowledge on on the
the Dimensions
Dimensions of Self-
of Self-
Efficacy (Behavior
Efficacy that shows
(Behavior that shows the
the individual's
individual's
belief in the performance of the behavior

T o p ro v id e so lu ti o n s w ith th e issu e th a t
will have desirable
will have outcome ((Teachers'
desirable outcome ((Teachers' Self-
Self-
Efficacy)
Efficacy)

co n ce rn s te a ch e rs a n d te a ch in g
Profile of the Respondents concerned

Knowledge of the use of various teaching

strategies, IM's,
strategies, IM's, and
and other
other "tools
"tools of
of trade"
trade"
p e rfo rm a n ce
(Pedagogical Content
(Pedagogical Content Knowledge
Knowledge -- PCK)
PCK)

Knowledge
Knowledge ofof the
the content
content and
and concepts
concepts
regarding
regarding his
his subject
subject matter.
matter. (Content
(Content
Knowledge - CK)

Knowledge on the curriculum and

educational ends (Curriculum knowledge)

Knowledge
Knowledge onon how
how learners'
learners' learn and how
learn and how
they think (Knowledge on the learners' way
of thinking)

Knowledge in classroom management and

organization (General Pedagogical
Knowledge)
Knowledge)

Knowledge on evaluation
Knowledge on evaluation and
and assessment
assessment
 Factors that were considered important in increasing
Pedagogical Content Knowledge (PCK) Science teachers'
Teachers'teaching performance:
"Self-Efficacy"
Demographic Profile of the Science Teachers
(survey instrument was based the study (survey instrument was based on study of
(based on previous studies)
Shulman, 1987) Bandura, 1993)

Data
(23 Science Teachers; Public-type; Senior High Schools of Zone II, Division of Zambales)
Descriptive Data treated with Inferential Data
(Frequency count, Percentage, Mean, Average Weigthed Mean) (Chi-square test; Pearson Coefficient of Correlation)

Development of a Survey Profile shall provide for

characteristics of Content Knowledge on the Knowledge on Pedagogical Relationship of Differences of
the Science Knowledge of dynamics of the Science Teachers' Content among variable- between groups
Teachers Science Teachers teaching process Self-efficacy Knowledge (PCK) based responses responses

Results of this study shall provide for...

Increase the Teaching Increase in student's Realizationof the goals and
Attainment of Quality Recognition of the school as
Performance of Science achievements, objectives of the curriculum
Science Education "center of excellence"
Teachers performance, and retention and educational mandates
 Independent Variables
Teacher-Respondents' Pedagogical Content
Profile: Teachers' Self Efficacy:
Knowledge
Age Dimension 1: Perception of
Knowledge of Content one's self to perform behaviors
Gender Knowledge of Curriculum based on his abilities
Rank Knowledge of Teaching Dimension 2: Belief that thne
Highest Educational Knowledge of Students' performance of one's action
Attainment Thinking will ahve desirable results
Field of Specialization
Years of Teaching Experience
No. of Trainings/Seminars in
Science
Dependent Variable

TEACHING PERFORMANCE
(Based on Teachers' IPCR)
Results to
 Legal
Industry Mandates
4.0

Education
4.0

21st Century Learning Environment (Innovative,

Problem-based, Constructivism, Creative,
Metacognitive, HOTS, Research-Oriented,
Multipotential, Techno-environment ,
Specialized Learning)