Competencies and training needs of Science teachers: Basis for in-service training program

The survey correlational type of research was used to determine the teachers’ competency and training need among Science public school teachers in Roxas City during the School Year 2024-2025. The respondents of the study were the 61 Science teachers in Roxas City, who were selected through a purposive sampling method. Data were gathered using a 60-item researcher-made questionnaire to assess teachers’ competencies, with 15 items for each component, and a separate 60-item questionnaire for training needs. The survey questionnaire underwent content validation by a panel of experts, whose suggestions and recommendations were incorporated to modify and improve the instrument. A pilot testing was conducted with thirty (30) Science teachers from the Capiz Division, specifically 10 teachers each from Capiz National High School, Commissioner Luis National High School, and Pawa National High School. The results of the pilot testing were used to determine Cronbach’s Alpha and to conduct a reliability test of the research instrument using the Statistical Package for Social Sciences (SPSS) software. Meanwhile, statistical tools such as frequency count, percentage, mean, and Pearson r were utilized in data analysis. All inferential tests were set at a 0.05 alpha level of significance. Teachers have a “very high” need for training across all assessed areas in terms of technological integration in teaching, classroom management and engagement, curriculum implementation, and subject mastery. The level of Science teachers’ competencies among Public Schools in Roxas City as a whole and in terms of technological integration in teaching, classroom management and engagement, curriculum implementation, and subject mastery was “very high”. There was a significant relationship between the training needs and competencies of Science teachers in public schools in Roxas City.