Assessing Teacher’s Competence in Environmental Education: The Case of Selected National High Schools in Sulu

This study aimed to assess the teachers’ competence in environmental Education: The case of selected national high schools in Sulu and to identify factors that influence teachers' competence in environmental education, such as educational background, training, and available resources. Additionally, it explored teachers' perceptions of environmental issues and their role in fostering environmental awareness among students. To effectively structure the data collection process for this study, a descriptive-exploratory research design was employed using a quantitative approach was employed in bridging gender gap for fostering inclusivity in secondary schools: Sulu national high schools in focus. Because a descriptive technique gathers, examines, and verifies data, this approach is used. When creative investigation is followed by description, the discoveries are arranged to match hypotheses, which are subsequently tested or validated (Krathwohl, 1993). The result indicated that teachers in selected national high schools in Sulu, mostly females aged 31 and above, showed a moderate level of competence in environmental education, particularly in knowledge, teaching methods, and training. No significant differences were found across demographic groups, and strong correlations among key factors suggest these areas are closely linked. The results highlight the need for continuous training and align with the TPACK framework in enhancing environmental education.