CONTENT KNOWLEDGE AND PEDAGOGICAL COMPETENCE IN BIOLOGY OF JUNIOR HIGH SCHOOL TEACHERS: BASIS FOR AN ENHANCEMENT PROGRAM

Abstract: This study examined the content knowledge and pedagogical competence in Biology among Grade 10 science teachers in the Division of Tanjay City to inform a targeted enhancement training program. Grounded in Kolb’s Experiential Learning Theory and Burch’s Conscious Competence Theory, the research employed a descriptive-correlational design involving 39 junior high school teachers selected through purposive sampling. Data were gathered using a validated 27-item content knowledge test and a pedagogical competence self-assessment tool aligned with the Philippine Professional Standards for Teachers. Descriptive statistics, Mann-Whitney U, Kruskal-Wallis, and Spearman’s rank correlation were used to analyze the data. Results showed that the teachers demonstrated high content competence and above average pedagogical competence, with no statistically significant differences when grouped according to teaching experience or educational attainment. Moreover, a weak and non-significant correlation was found between content knowledge and pedagogical competence, highlighting the independence of these two domains. The findings underscore the need for integrated professional development that enhances both what teachers know and how they teach, forming the basis for the proposed enhancement program titled SPECTRA: Strengthening Pedagogical and Content Teaching in Relevant Applications. Keywords: content knowledge, pedagogical competence, science education, professional development, enhancement program