Area of Specialization and Teaching Performance of the Secondary Science Teachers in Negros Oriental, Philippines

Abstract

The K to 12 reform and the new Philippine Professional Standard for Teachers have changed the landscape of teacher quality requirements in the Philippines. It is in this context that this study is deemed necessary to determine the area of specialization and the teaching performance of the public secondary school Science teachers in terms of science content knowledge with this new educational schemeThere were 46 respondents in this study from the Department of Education-Guihulngan City Division, Negros Oriental Philippines. Findings reveal that the science teachers’ area of specialization can be categorized as Bachelor of Secondary Education (BSED) major in General Science, BS in Scientific Field (Nursing, Biology, and Chemical Engineering) and the Non-Science Field (English, TLE, Social Science). It indicates that majority of them lack the needed educational qualification to teach all science disciplines in the K12 curriculum. Furthermore, it shows that the BSED-General Science teachers with outstanding rating perform better than the B.S. in Scientific Field group and the non-science teachers with very good and good performance ratings respectively. It is an indication of lack of science content knowledge among the non-science teachers. Furthermore, the result discloses that the area of specialization is a determining factor in their teaching performance. It revealed that among the three groups of respondents, the general science teachers appear to be the most efficient.  They are followed by those in the B.S. in Scientific field, and the non-science teachers came out to be the lowest. Hence, it clearly suggests that the BSED-General Science teachers are the most qualified to teach science since they have the sufficient educational preparations. The B.S.in Scientific Field teachers need to undergo more training and enroll in graduate studies to master all the science areas in the K12 curriculum. While the non-science teachers are discouraged to handle science subjects since they lack the necessary educational preparation to teach science.