Investigating the Factors Affecting the Teaching Efficacy of Filipino Science Teachers: A Correlational Study

Autor/inn/en	Panergayo, Albert Andry Echor; Gregana, Clarissa Fajardo; Panoy, Julie Fe Dimaunahan
Titel	Investigating the Factors Affecting the Teaching Efficacy of Filipino Science Teachers: A Correlational Study
Quelle	12 (2022) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9849
Schlagwörter	Foreign Countries; Science Instruction; Science Teachers; Teacher Effectiveness; Educational Technology; Technology Uses in Education; Predictor Variables; Teacher Leadership; Teacher Attitudes; STEM Education; Beliefs; Career Awareness; Teacher Influence; Teacher Characteristics; 21st Century Skills; Self Efficacy; Philippines + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Prädiktor; Lehrerfunktionsstelle; Lehrerverhalten; STEM; Belief; Glaube; Karrierebewusstsein; Self-efficacy; Selbstwirksamkeit; Philippinen
Abstract	Objective: This study investigated the factors influencing the science teaching efficacy of Filipino science teachers. Methods: 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. Findings: 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. Conclusions: These factors are crucial in enhancing of teacher quality of science educators, thereby, uplifting the quality of science education in the country. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01