Training Engagement and Utilization of Science Equipment in Enhancing Pedagogical Competence among Science Teachers

This study investigated the role of training engagement and the utilization of science equipment in enhancing the pedagogical competence of teachers in the Province of Cotabato for the school year 2024-2025.Specifically, it aimed to determine the levels of training engagement, science equipment utilization, and pedagogical competence, as well as to examine their significant relationships and influences.Additionally, it identified challenges and coping practices in enhancing pedagogical competence and proposed interventions and policy recommendations based on the findings.Employing a mixed-method research approach, the study used a descriptive-correlational design for the quantitative aspect involving 300 teacher-respondents selected through complete enumeration.The qualitative component engaged 25 selected science teachers.A self-developed and highly reliable instrument was used for data collection.Statistical tools included mean, Spearman rho, and multiple linear regression.Findings revealed that teachers demonstrated a highly engaged training engagement, particularly in developing pedagogical skills and participating in hands-on laboratory activities.They also showed highly practiced in the utilization of science equipment, especially in ethical and responsible use, safety, experimentation, and maintenance.Moreover, teachers exhibited highly competent level of pedagogical competence, particularly in teaching skills, content knowledge, and the ability to engage and inspire students.Statistically, training engagement and science equipment utilization showed significant relationships with the pedagogical competence of the teacher.Training engagement and utilization of science equipment significantly influenced the measured dimensions of pedagogical competence of the teachers.