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

Abstract

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

Keywords: science teaching efficacy, STEM career awareness, STEM instruction, teaching outcome expectancy beliefs.

Abstrak: Investigasi Faktor-Faktor yang Mempengaruhi Efikasi Mengajar Guru Sains Filipina: Suatu Studi Korelasional. Tujuan: Penelitian ini menyelidiki faktor-faktor yang mempengaruhi kemanjuran mengajar IPA guru IPA Filipina. Metode: Desain penelitian korelasional digunakan untuk mengumpulkan data dari 261 guru sains Filipina menggunakan instrumen penelitian yang diadaptasi dan divalidasi, dikodekan dan dikelola melalui program berbasis web. Temuan: Hasil penelitian mengungkapkan bahwa penggunaan teknologi siswa, sikap belajar abad ke-21, dan sikap kepemimpinan guru bukan merupakan prediktor yang signifikan terhadap kemanjuran pengajaran sains. Keyakinan harapan hasil pengajaran, instruksi STEM, dan kesadaran karir STEM, bagaimanapun, dapat secara signifikan menjelaskan variasi dalam kemanjuran pengajaran sains dari responden. Hal ini menunjukkan bahwa tindakan guru di kelas sains, praktik pedagogis mereka, dan kesadaran mereka terhadap bidang STEM harus dipertimbangkan dalam menyusun program pengembangan kapasitas untuk guru sains. Kesimpulan: Faktor-faktor ini sangat penting dalam meningkatkan kualitas guru pendidik sains, sehingga meningkatkan kualitas pendidikan sains di negara ini.

Kata kunci: kemanjuran pengajaran sains, kesadaran karier STEM, instruksi STEM, keyakinan harapan hasil pengajaran.

DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202203