Science Process Skills and Proficiency Levels among the Junior and Senior High School Science Teachers

Abstract

Teachers’ scientific literacy should be implemented in their instructional strategies. These will assist the learners in effectively using the critical thinking abilities that both teachers and students must exercise. This research sought to identify the areas where science education lacks in the Philippines and to identify gaps in science process skills among teachers of all educational levels of attainment. The research design used in this study is descriptive comparative. This study employed a descriptive-comparative research design. The instrument was validated by three experts in the field of science education. This study has five independent variables and two dependent variables. Kuder-Richardson formula 20 (〖KR〗_20) was used to assess the reliability of the SPS test. Moreover, (MANOVA) was used to compare the proficiency level of the participants across educational attainment and career stages. Clustered sampling was used to determine the respondents through their career stages imposed by the Philippine Professional Standard for Teachers. The Science Process Skills standardized test was developed and is highly reliable. There is no correlation between the SPS level and academic attainment and the teachers’ science process skills, which were the same regardless of their career phases. Teachers are therefore effective in teaching science. The Department of Education may help teachers’ professional development in conformance with its Reskilling and Upskilling program for teachers under the Sulong Edukalidad program development and capacity building for teachers because the majority of teachers have completed master’s degree units. Additionally, comparing the number of responses across professional phases is advised by this study. One of the problems was the dearth of master teachers in the nation; as a result, it will also be advised to provide more resources for scientific master teachers to foster mentorship and support among science teachers. Keywords: Educational Attainment, Science Process Skills, STEM teachers, Standardized Test