TEACHING COMPETENCE AND PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENCE TEACHERS IN THE FIRST DISTRICT OF CAPIZ, PHILIPPINES: BASIS FOR A SUSTAINABLE INSTRUCTIONAL PROGRAM

Abstract

The teachers are expected to ensure effective practices on instructions in the classroom to achieve competitive and relevant learning among students. This survey-correlational type of research was conducted to determine the teaching competency and pedagogical content knowledge of Senior High School Science Teacher in the First District of Capiz. This is a basis for the instructional enhancement program for the school year 2018-2019. The data were gathered using adopted teaching competency and researcher-made pedagogical content knowledge questionnaires. The teaching competence questionnaire comprised of two (2) components such as personal competencies and instructional competencies. The pedagogical content knowledge questionnaire comprised of three (3) components such as knowledge of the subject matter, knowledge of instructional strategy, and knowledge of learners conception. The independent variable in this study was the pedagogical content knowledge and the dependent variable was the teaching competency. The findings revealed that in general, Senior High School Science Teachers in the First District of Capiz were “highly competent” and “outstanding” in terms of pedagogical content knowledge. There was a highly significant relationship between the teaching competence and pedagogical content knowledge of Senior High School Science Teachers in the First District of Capiz