INSTRUCTIONAL COMPETENCE OF SCIENCE TEACHERS: BASIS FOR BUDGETED SCHOOL LAC SESSION PRIORITIZATION MATRIX

Abstract

This study was conducted to determine the level of knowledge gained in the Science Learning Action Cell (LAC) sessions and the instructional competence of science teachers in implementing the K-12 curriculum in Sta. Monica Elementary School and Matahimik-Bucana Elementary School of District II of City Division of Puerto Princesa as basis for budgeted school LAC session prioritization matrix. Ten elementary science teachers from the two elementary schools of District II, City Division of Puerto Princesa were involved in this research. The descriptive-correlation research design was used in the study. Data were gathered through questionnaires while frequency, percentage, mean and Pearson Moment Correlation Coefficient r were the statistical tools used to analyze the data. The respondents indicated that they gained high level of knowledge in the Science LAC Sessions in terms of pedagogical approaches, learning objectives, and learning content. In terms of level of instructional competence, the results implied that teachers are highly proficient in terms of content knowledge and pedagogy, diversity of learners and learning environment while the respondents were distinguished in terms of curriculum planning. There is significant relationship between the knowledge gained in the Science LAC sessions of elementary science teachers and their instructional competence