Email this article Investigating the Factors Affecting the Teaching Efficacy of Filipino Science Teachers: A Correlational Study
), Clarissa Fajardo Gregana(2), Julie Fe Dimaunahan Panoy(3)
| 
Country:
(1) Laguna State Polytechnic University, Philippines
(2) Laguna State Polytechnic University, Philippines
(3) Laguna State Polytechnic University, Philippines
Corresponding Author
This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. A correlational research design was employed to collect the data from 261 Filipino science teachers using adapted and validated research instrument, encoded and administered via web-based program. The results uncovered that student technology use, 21st century learning attitudes, and teacher leadership attitudes are not significant predictors of science teaching efficacy. The teaching outcome expectancy beliefs, STEM instruction, and STEM career awareness, however, can significantly explain the variation in the science teaching efficacy of the respondents. This indicates that teacher actions in science classroom, their pedagogical practices, and their awareness to STEM-fields should be considered in crafting capacity building program for science teachers. These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country.
Keywords: science teaching efficacy, stem career awareness, stem instruction, teaching outcome expectancy beliefs.
DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202203
Alyaha, D.O., Mbogo, R.W. (2017). Demographic Factors Affecting Teachers’ Job Satisfaction and Performance in Private Primary Schools in Yei Town, South Sudan. IRA International Journal of Education and Multidisciplinary Studies, 8(1), 142-148.
Antony, S., & Elangkumaran, P. (2020). An Impact on Teacher Qualifications on Student Achievement in Science: A Study on the G.C.E (O/L) in Trincomalee District. International Journal of Engineering Science and Computing, 10(2), 24690-24695.
Balagtas, M. U., & Montealegre, A. A. C. (2020). Challenges of PISA: The PNU Report. Philippine Normal University and Rex Institute for Student Excellence, Inc. Retrieved from https://po.pnuresearchportal.org/wp-content/uploads/2021/03/Final-Report-PNU-PISA-Report-Copyrighted-1.pdf
Balagtas, M.U., Garcia, DC.B., & Ngo, D.C. (2019). Looking through Philippine’s K to 12 curriculum in Mathematics and Science vis-àvis TIMSS 2015 Assessment Framework. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), 2-14.
Bamidele, A. D., & Adekola, F. F. (2017). Effects of Teacher’s Qualifications and Teaching Experience on Students’ Academic Achievement in Basic Science in Junior Secondary School. International Journal of Education and Evaluation, 3(2), 1-9.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bergman, D. J., & Morphew, J. (2015). Effects of a science content course on elementary preservice teachers' self-efficacy of teaching science. Journal of College Science Teaching, 44(3), 73-81.
Bernardo, A. B. I. (2004). Constructivism, curriculum and the Challenges in Transforming Science Education in the Philippines. Learning Edge, 4, 1-33.
Blotnicky, K.A., Franz-Odendaal, T., French, F. et al. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International Journal of STEM Education, 5, 22.
Dea, P. & Negassa, D. (2019). The Influence of Demographic Factors on Teachers’ Instructional Practices and Challenges in Including Students with Visual Impairment in Government Secondary Schools of Harari Region. International Journal of Education & Literacy Studies, 7(3), 19-27.
Deepika Menon (2020) Influence of the Sources of Science Teaching Self-Efficacy in Preservice Elementary Teachers’ Identity Development, Journal of Science Teacher Education, 31(4), 460-481.
Department of Education. (2019). PISA 2018 national report of the Philippines. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
Ejiwale J. (2013). Barriers to successful implementation of STEM education. Journal of Education and Learning, 7(2), 63–74.
Flores, I. N. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1-19.
Halim, L., Rahman, N. A., Ramli, N. A. M., & Mohtar, L. E. (2018). Influence of students’ STEM self-efficacy on STEM and physics career choice. AIP Conference Proceedings.
Han, J., Kelley, T. & Knowles, J.G. (2021). Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness. Journal for STEM Education Research (2021).
Hodges, C. B., Gale, J., & Meng, A. (2016). Teacher self-efficacy during the implementation of a problem-based science curriculum. Contemporary Issues in Technology & Teacher Education, 16(4), 434-451.
Initiatives to boost the Philippines’ education programmes in science, technology, engineering and mathematics. (2019, September 2). Oxford Business Group. https://oxfordbusinessgroup.com/analysis/seeds-stem-initiatives-multiple-levels-look-strengthen-tuition-and-outcomes-science-technology
Kabadayi, B. (2010) Investigating demographic characteristics and teaching perceptions of Turkish preschool teachers. Early Child Development and Care, 180(6), 809-822.
Kelley, T.R., Knowles, J.G., Holland, J.D. et al. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7, 14.
Khanshan, S.K., Yousefi, M.H. (2020) The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian. J. Second. Foreign. Lang. Educ., 5, 1.
Klassen, R. M., Bong, M., Usher, E. L., Har Chong, W., Huan, V. S., Wong, I. Y. F., et al. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemp. Educ. Psychol., 34, 67–76.
Kurt, H., Gungor, F., & Ekici, G. (2014). The relationship among teacher efficacy, efficacy regarding teaching, and responsibility for student achievement. Procedia - Social and Behavioral Sciences, 116(2014), 802 – 807.
Kwon, H., Vela, K., Williams, A. M, & Barroso, L. R. (2019). Mathematics and Science Self-efficacy and STEM Careers: A Path Analysis. Journal of Mathematics Education, 12(1), 74-89.
McLeod D (1992) Research on the affect in mathematics education: a reconceptualization. In: Grouws DA (ed) Handbook of research on mathematics teaching and learning. Macmillan, New York, pp 575–596.
Mulholland, J., Dorman, J.P. & Odgers, B.M. (2004) Assessment of Science Teaching Efficacy of Preservice Teachers in an Australian University. Journal of Science Teacher Education, 15, 313–331.
Padolina, W. G. (2014) Higher Education Science and Technology and Economic Competitiveness [PowerPoint Slides]. Quezon City (Philippines): Commission on Higher Education. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/11/Higher-Education-Scienceand-Technology-and-Economic-Competitiveness%E2%80%93-Dr.-Padolina.pdf
Salonen, A., Kärkkäinen, S., & Keinonen, T. (2018). Career-related instruction promoting students’ career awareness and interest towards science learning. Chemistry Education Research and Practice, 19(2), 474–483.
Schleicher, A. (2019). PISA 2018: Insights and Interpretations. OECD. Retrieved from https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf
Senler, B. (2016). Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control. Australian Journal of Education, 60(1), 26–41.
Toma, R. B., & Greca, I. M. (2018). The Effect of Integrative STEM Instruction on Elementary Students’ Attitudes toward Science. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
Uyanık, G. (2016). Investigation of the Self-efficacy Beliefs in Teaching Science and Attitudes towards Teaching Profession of the Candidate Teachers. Universal Journal of Educational Research, 4(9), 2119 - 2125.
van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96(1), 158–182.
Ward, G., Dixon, H., & Withy, H. (2020). Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study. Australian Journal of Teacher Education, 45(9).
Wiebe, E., Unfried, A., & Faber, M. (2018). The relationship of STEM attitudes and career interest. EURASIA Journal of Mathematics, Science and Technology Education, 14(10), em1580.
No supplementary information available.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats