SCIENCE TEACHERS' PROFESSIONAL KNOWLEDGE, PRACTICES AND ATTRIBUTES: AN EVALUATION

This study aimed to evaluate the performance of science teachers in terms of their professional knowledge, professional practices and professional attributes using standard-based rubrics of the “Framework for Philippine Science Teacher Education” (FSTE). With the use of survey, the numerical data were analyzed and qualitative responses were done through Focus Group Discussion (FGD) and classroom observations. A total of 37 science teachers; 11 school principals; and 321 students from Science High Schools of Negros Oriental who took part in the study. Findings revealed that administrators rated science teachers as “master science teachers” in terms of professional knowledge and practices and as “certified science mentor” in their professional attributes. On the other hand, teachers had “very satisfactory” performance in terms of professional knowledge, practices and attributes as rated by their students. The available evidence suggests that science teachers demonstrate high level performance in terms of their professional knowledge, practices and attributes, however, some of these elements in each of the areas need to be improved. As an output, an Individual Development Plan (IDP) to improve teachers work performance was designed.