RESEARCH TITLE:

EVALUATING SCIENCE TEACHERS' COMPETENCE AND

PEDAGOGICAL CONTENT KNOWLEDGE: A CORRELATIONAL
STUDY
 CHAPTER 1

THE PROBLEM AND LITERATURE REVIEW

Effective teaching-learning processes require a collaborative effort between the teacher

and the students. The teacher provides guidance and support while allowing student autonomy

and participation in learning. This approach can help promote student engagement, motivation,

and academic success, while also fostering critical thinking and problem-solving skills that can

be applied beyond the classroom (Winkelmes et al., 2019)

In science education, the teaching-learning process involves a dynamic interaction

between the teacher and the students, with the goal of promoting student understanding of

scientific concepts and developing scientific literacy (Goe et al., 2020). The teaching-learning

process in science aims to foster a deeper understanding of scientific concepts, encourage

scientific inquiry, and promote the development of critical thinking and problem-solving skills

that are important beyond the classroom (Marzano, 2019).

Two of the skills that should be possessed by teachers to have a successful teaching-

learning process are teaching competence and pedagogical content knowledge. Teaching

competence refers to a teacher's ability to effectively teach a subject, which includes instructional

design, classroom management, and assessment. Pedagogical content knowledge, on the other

hand, refers to a teacher's understanding of how to teach specific content to students (Darling-

Hammond, 2022). In the case of science teachers, this includes not only a deep understanding of

scientific concepts but also the ability to effectively communicate these concepts to students and

develop hands-on, inquiry-based activities that facilitate learning (Marzano, 2019).

 Despite the importance of teaching competence and pedagogical content knowledge in

science education, science teachers still face many challenges in developing these skills (Hattie

& Timperley, 2019). These challenges include limited access to professional development

opportunities, inadequate resources and support, and a lack of time to plan and implement

effective instruction (NASW, 2019).

As such, there is a growing need for research that examines the factors that contribute to

effective science teaching, including the development of teaching competence and pedagogical

content knowledge. By identifying the key factors that contribute to effective teaching and

learning in science, this research can help inform the development of effective professional

development programs and support systems for science teachers (Buatip et al., 2019)

The study of teaching competence and pedagogical content knowledge of science

teachers can have a positive impact on the quality of science education and can contribute to the

development of a more scientifically literate society (Neumann et al., 2019). In this study, there

are several groups of people who can benefit from it. First are the science teachers. Science

teachers can benefit from this study by gaining a better understanding of effective teaching

strategies and methods for promoting student learning and success. Second, are teacher

educators. Teacher educators can use the findings of this study to inform the design of teacher

preparation programs and to provide professional development opportunities for practicing

teachers. Third, school administrators can use the findings of this study to support the

professional development of science teachers, and to inform decisions related to curriculum and

instruction. Fourth are policymakers in science education. Policymakers can use the findings of

this study to inform decisions related to science education policy, including the development of

standards and the allocation of resources for science education. And lastly, students. Students can
benefit from this study by experiencing more effective and engaging science instruction that

promotes a deeper understanding of scientific concepts and fosters scientific literacy (Fortney et

al., 2019).

This study may provide insights into the level of teaching competence and pedagogical

content knowledge of science teachers. The findings could help identify areas where science

teachers need further training and professional development to improve their teaching methods

and approaches. Additionally, it may provide recommendations for schools and policymakers to

improve the quality of science education, such as incorporating innovative and engaging

pedagogical strategies. The study may also provide insights into the challenges that science

teachers face in teaching science subjects and the possible solutions to address these challenges.

Ultimately, the study's output may help improve the effectiveness of science education in

schools, leading to better student performance and interest in science-related subjects.

The quality of science education depends significantly on the teaching competence and

pedagogical content knowledge of science teachers (Gess-Newsome, 2015). In recent years,

there has been a growing concern over the declining interest and performance of students in

science-related subjects. This trend has led to an increased demand for research that examines

the competence of science teachers in teaching and the effectiveness of their pedagogical

approaches (Harlen & Holroyd, 2015). These problems are also seen in the locale where the

researcher is teaching together with the current situation of the pandemic, remote teaching has

become an essential aspect of the learning process. Therefore, it is crucial to assess the teaching

competence and pedagogical content knowledge of science teachers to ensure the effective

delivery of science education which is the main objective of this study.

 This study will aim to assess the teaching competence and pedagogical content

knowledge of science teachers. The literature review will provide an overview of science

education and the effectiveness of current teaching practices. This study also aims to implement

stringent ethical protocols and security measures to safeguard the physical, emotional, and

psychological safety of our participants, maintain the confidentiality and anonymity of their data,

and ensure the security of the research locale and the researcher throughout the research process.

The methodology will involve data collection through surveys, interviews, and classroom

observations, with data analysis using techniques such as descriptive statistics and regression

analysis. The results and discussion will identify areas of strengths and weaknesses in science

teaching practices, and recommendations for improving science education in schools will be

made. The conclusion will summarize the main findings of the study, the implications for science

education and teacher training, the limitations of the study, and suggestions for future research.

This study aims to assess the teaching competence and pedagogical content knowledge of

science teachers, addressing a critical aspect of science education. Importantly, this research

emphasizes stringent ethical protocols and security measures to ensure the physical, emotional,

and psychological safety of our participants, maintain the confidentiality and anonymity of their

data, and guarantee the security of the research locale and the researcher throughout the research

process. The first objective of this study is to assess the competence and pedagogical content

knowledge of science teachers while upholding the utmost respect for their privacy and

confidentiality. Researcher also aims to employ data collection methods that not only provide

valuable insights but also prioritize the emotional and psychological well-being of the

participating science teachers, thereby fostering a supportive and non-intrusive research

environment.
 In the interest of safeguarding the identities of science teachers, one of the objectives is to

ensure their anonymity throughout the research process, guarding their personal and professional

information. Additionally, this study seeks to evaluate the effectiveness of science instructional

programs in a manner that does not compromise the security and comfort of the learning

environment for both teachers and students. In understanding the challenges faced by science

teachers, another objective is to protect their identities and professional reputations. Researchers

aim to involve students in the research process while giving full consideration to their emotional

and psychological safety, promoting open communication and feedback mechanisms that respect

their feelings and experiences.

Furthering the commitment to safety and protection, this study also aims to secure the

cooperation of educational institutions and shield their identities and staff from potential harm or

negative consequences that could result from the research findings. This study also emphasizes

the establishment of comprehensive ethical guidelines, including informed consent procedures,

to prioritize the safety, rights, and well-being of all parties involved. To ensure the

confidentiality of research data, researcher plans to employ secure data collection, storage, and

analysis methods, which may include encryption and secure access controls. For the

dissemination of research findings, this study is dedicated to maintaining the anonymity and

privacy of the participants and institutions, preferring the use of aggregated and de-identified

data whenever possible. These research objectives are not only focused on enhancing the

understanding of science teachers' competence and pedagogical content knowledge but also

prioritize the safety and protection of all participants, the research locale, and the researchers

involved in this crucial inquiry.

On Effective pedagogical approaches for teaching specific science content

 Effective pedagogical approaches for teaching specific science content can vary

depending on the content area being taught, the age and background of the students, and the

context in which instruction is taking place. In inquiry-based learning, which involves students

asking questions, investigating phenomena, and drawing evidence-based conclusions, has been

shown to be effective in teaching biology. For example, a study by Skamp and Preston (2021)

found that students who participated in an inquiry-based learning program in biology had higher

levels of conceptual understanding compared to those who received traditional instruction.

While in model-based instruction, which involves using visual and conceptual models to

help students understand complex concepts, has been shown to be effective in teaching

chemistry. For example, a study by Sanger and Greenbowe (2019) found that students who

received model-based instruction in chemistry had higher levels of conceptual understanding and

problem-solving ability compared to those who received traditional instruction.

A conceptual change strategy, which involves helping students to identify and confront

misconceptions about scientific concepts, has been shown to be effective in teaching physics. For

example, a study by Scharmann and Harris (2019) found that students who received conceptual

change instruction in physics had higher levels of conceptual understanding and more positive

attitudes toward science compared to those who received traditional instruction.

In problem-based learning, which involves students working on real-world problems and

developing solutions, has been shown to be effective in teaching environmental science. For

example, a study by Hmelo-Silver et al. (2020) found that students who participated in a

problem-based learning program in environmental science had higher levels of content

knowledge, critical thinking skills, and problem-solving ability compared to those who received

traditional instruction.
 In utilization interactive digital tools, such as simulations and games, have been shown to

be effective for teaching computer science. For example, a study by Angeli et al. (2021) found

that students who used a simulation program which is interactive for learners on learning

computer science had higher levels of knowledge retention and problem-solving ability

compared to those learners who received traditional instruction.

On factors influencing the development of Competence and Pedagogical Content Knowledge

of Science Teachers

Teaching competence and pedagogical content knowledge of science teachers can be

influenced by a variety of factors, including pre-service education, professional development,

and mentorship.

Pre-service education, which includes teacher training programs and coursework, can

play a critical role in developing teaching competence and pedagogical content knowledge in

science teachers. To support this claim, a study by Shah and Shah (2022) found that pre-service

education programs that included hands-on science activities, laboratory work, and field-based

experiences helped to develop science teachers' pedagogical content knowledge.

Also, professional development opportunities, which can include workshops,

conferences, and online training programs, can also help to develop teaching competence and

pedagogical content knowledge in science. A study by Bonney et al. (2022) found that

participation in a professional development program that emphasized inquiry-based teaching

practices helped to improve science teachers' content knowledge, pedagogical content

knowledge, and instructional practices.

 A study by Akerson et al. (2020) justified that mentorship programs, which involve

experienced teachers providing guidance and support to novice teachers, can also play a role in

developing teaching competence and pedagogical content knowledge in science. They found that

participation in a mentorship program that emphasized pedagogical content knowledge

development helped to improve novice science teachers' instructional practices and content

knowledge.

Also, Luft et al. (2019) stated that the classroom context, including the availability of

resources, support from school administration, and student characteristics, can also influence the

development of teaching competence and pedagogical content knowledge in science. Their study

found that science teachers who had access to adequate resources, such as lab equipment and

technology, were more likely to use inquiry-based teaching practices and develop higher levels

of pedagogical content knowledge.

It is also said to be that teacher beliefs and attitudes about science teaching and learning

can also influence the development of teaching competence and pedagogical content knowledge.

The research of Van Driel et al. (2019) found that science teachers who held constructivist

beliefs about science teaching were more likely to develop higher levels of pedagogical content

knowledge and use inquiry-based teaching practices.

On the impact of Teaching Competence and Pedagogical Content Knowledge on student

learning outcomes

There is evidence that the Teaching Competence and Pedagogical Content Knowledge of

science teachers have a significant impact on student learning outcomes. Actually, numerous

studies have found a positive relationship between science teachers' teaching competence and
pedagogical content knowledge, and student achievement in science. For example, a study by

Hattie (2019) found that teacher expertise, including content knowledge and pedagogical content

knowledge, was one of the most significant factors influencing student achievement in science.

Science teachers' teaching competence and pedagogical content knowledge can also have

a positive impact on student motivation and engagement in science. This was supported by the

study of Lee and Luft (2020) who found that science teachers' pedagogical content knowledge

was positively associated with student motivation and interest in science. Not only on motivation

and engagement but can also impact student understanding of scientific concepts. Lee et al.

(2021) found that science teachers who had higher levels of pedagogical content knowledge were

more effective at helping students understand complex scientific concepts.

Science teachers' teaching competence and pedagogical content knowledge can also have

an impact on student attitudes toward science. Aslam et al. (2021) found that science teachers'

pedagogical content knowledge was positively associated with student attitudes toward science.

Reducing achievement gaps among students can also be affected by science teachers'

teaching competence and pedagogical content knowledge. A study by Weiss et al. (2019) found

that science teachers who had higher levels of content knowledge and pedagogical content

knowledge were more effective at closing achievement gaps among students.

On the Challenges and Opportunities for Teaching Competence and Pedagogical Content

Knowledge development in science education

There are some challenges faced by teachers in developing their teaching competence and

pedagogical content knowledge. According to Brookfield (2020), teachers may have limited time

to dedicate to developing their teaching competence and pedagogical content knowledge due to
competing demands such as administrative work, lesson planning, and grading. Also, many

teachers may not have access to high-quality professional development opportunities that focus

on pedagogical content knowledge and teaching competence. This can be due to limited funding

or support from schools and districts (Gagne, et al., 2019).

Teachers may also lack the necessary content knowledge to effectively teach specific

science topics, which can hinder their ability to develop teaching competence and pedagogical

content knowledge (Hattie, 2020). This may be due to science teachers working in isolation and

having limited opportunities for collaboration with other teachers which can limit their ability to

learn from and share best practices (McKeachie, et al., 2021).

On the other hand, several studies justified opportunities for the development of teaching

competence and pedagogical content knowledge in science education. Collaborative professional

development opportunities, such as workshops, conferences, and communities of practice, are

one of those and can provide science teachers with opportunities to learn from and collaborate

with peers, experts, and mentors (Boyatzis, 2022). Also, the integration of technology in science

education can provide teachers with access to a wide range of resources and tools to support the

development of teaching competence and pedagogical content knowledge (Hattie, 2020).

Another opportunity is the implementation and utilization of in-service teacher education

programs which can provide teachers with opportunities to deepen their content knowledge and

develop their teaching competence and pedagogical content knowledge through ongoing

professional development. This can lead to other opportunities which are coaching and

mentoring programs. The study by Brookfield (2020) stated that this can provide teachers with

personalized support and feedback to improve their teaching competence and pedagogical

content knowledge.
THEORETICAL FRAMEWORK

The theoretical framework for this study on competence and pedagogical content

knowledge of science teachers draws upon several key concepts and theories in the field of

science education. The study seeks to understand the relationship between science teachers'

competence and pedagogical content knowledge.

Pedagogical Content Knowledge (PCK) Theory

The Pedagogical Content Knowledge (PCK) theory, developed by educational

psychologist Lee Shulman in the late 1980s, has significantly influenced the field of education.

This theory is grounded in the idea that effective teaching requires a unique blend of subject

matter expertise and pedagogical strategies. Shulman recognized the inadequacy of relying solely

on content knowledge (CK) or pedagogical knowledge (PK) for effective teaching and proposed

the integration of these two knowledge bases into a new construct known as Pedagogical Content

Knowledge (PCK).

PCK theory revolves around three main components. First, Content Knowledge (CK)

represents a teacher's deep understanding of the subject matter they teach, encompassing its

structure and key concepts. Second, Pedagogical Knowledge (PK) refers to the knowledge of

teaching strategies and techniques, which includes classroom management and catering to

diverse learning needs. However, the crux of the PCK theory lies in Pedagogical Content

Knowledge (PCK), which is the fusion of CK and PK. PCK involves the expertise in translating

subject matter into meaningful and accessible forms for students, including strategies for

explaining complex ideas and addressing common misconceptions.

 Numerous studies have employed the PCK framework to investigate the effectiveness of

teacher education programs and the impact of PCK on student learning. For example, Grossman,

Wilson, and Shulman (1989) delved into "Teachers of substance: Subject matter knowledge for

teaching," emphasizing the importance of subject matter knowledge as a foundation for PCK.

Additionally, Park and Oliver (2008) provided insights in "Revisiting the conceptualization of

pedagogical content knowledge (PCK)," demonstrating PCK as a conceptual tool for

understanding teachers as professionals. Koç (2016) explored the topic further by examining

"pre-service science teachers' pedagogical content knowledge of the water cycle," revealing the

application of PCK in science education.

Also, there are several studies who used PCK theory as basis for their studies. Shing

(2015) provides an overview of PCK as the integration of pedagogy and content knowledge in

teaching. Buchholz (2013) focuses on the development of PCK in computer science teacher

education through reflection and cyclic processes. Tuithof (2017) examines the characteristics of

Dutch experienced history teachers' PCK in the context of a curriculum innovation, highlighting

the importance of teaching orientation and the impact of curriculum changes on PCK. Lozano

(2014) discusses the theoretical diversity in PCK research and proposes an alternative conceptual

basis for PCK in the context of chemistry teaching. Overall, these papers emphasize the

significance of PCK in effective teaching and the need for further exploration and understanding

of its components and development.

In the study titled, the PCK theory assumes a paramount role. The study aims to assess

the competence and PCK of science teachers, examining their correlation. PCK's relevance in

this context is evident as it allows for an in-depth evaluation of how effectively science teachers

convey complex scientific concepts to their students. By measuring the correlation between
teacher competence and PCK, the study can provide valuable insights into whether teachers with

a strong PCK are more successful in educating students in science. This information holds great

significance for teacher training programs and educational policymakers seeking to enhance

science education, making the PCK framework an essential tool for understanding and

evaluating the capabilities of science teachers in delivering their subject matter effectively.

CONCEPTUAL FRAMEWORK
 Research Paradigm

This study seeks to determine Senior High School Teachers’ Teaching Competency and

their pedagogical content knowledge and test association between the two. The results of this

study will be a basis for instructional program enhancement in teaching specifically in science

education.

STATEMENT OF THE PROBLEM

The main objective of this study is to assess the teaching competence and pedagogical

content knowledge of Science Teachers as a basis for instructional program enhancement. To

obtain this objective the following questions must be answered:

 1. What is the current level of teaching competence among science teachers in the target

population?

2. What is the current level of pedagogical content knowledge among science teachers in

the target population?

3. Is there a significant relationship between teaching competence and pedagogical content

knowledge among science teachers?

HYPOTHESIS

The null hypothesis (H0) of the study is expressed as follows:

There is no significant relationship between the teaching competence and pedagogical

content knowledge of science teachers.

SCOPE AND DELIMITATIONS OF THE STUDY

This study take place only in the Fourth District of Las Piñas City, Philippines, and was

limited to Grade 11 and 12 Science teachers, School Year 2022-2023. This paper only considers

100 respondents as a sample of this study. This study wants to assess the teaching competence

and pedagogical content knowledge of Science Teachers and the correlation between these

variables. Each teacher will be given a questionnaire through hardcopy. This work does not

cover teaching competency and pedagogical content knowledge on other subjects.

SIGNIFICANCE OF THE STUDY

Science Teachers. This research directly benefits science teachers by helping them identify their

strengths and areas in need of improvement. It provides opportunities for targeted professional

development and training, enhancing their teaching effectiveness.

Students. Improved science instruction resulting from this research leads to better learning

outcomes for students. They receive a higher quality education, which empowers them with the

knowledge and skills needed for their future endeavors.

Department of Education. The DepEd, as the national educational policymaker can use the

findings of this study to inform their decisions regarding curriculum design, resource allocation,

and educational policies. This data enables them to create a more effective and relevant

educational system that aligns with the needs and competencies of science teachers.

Curriculum Developers. Curriculum developers benefit from the research by using the data to

design and adapt educational programs that better meet the requirements of science teachers.

This alignment contributes to the development of curricula that prepare students for a science-

driven world.

Community Members. The research's ripple effect positively impacts the broader community.

A more scientifically literate and knowledgeable population is better prepared to engage with the

challenges and opportunities of the modern world, fostering a society that can address complex

issues and make informed decisions based on scientific knowledge.

Future Researchers. The findings of this study provide a valuable foundation for future

research in the field of science education. It offers insights, methodologies, and data that can be

used by researchers as a starting point for further investigations. This enables the advancement of
knowledge in the area of science education and pedagogy, ultimately contributing to the ongoing

improvement of teaching practices and student learning outcomes.

DEFINITIONS OF TERMS

The following terms are defined for clarity and understanding of the study.

Competence. This refers to the combination of knowledge, skills, and attitudes that enable an

individual to perform effectively in a particular area. In the context of this study, competence

refers to the knowledge, skills, and attitudes that enable science teachers to teach effectively

(Premacio, 2021). The teaching competence of science teachers is one of the main variables in

this study.

Effective Science Teaching. This refers to teaching practices that are associated with improved

student learning outcomes in science (Gamayao & Binas, 2021). In the context of this study,

effective science teaching refers to teaching practices that are associated with improved student

learning outcomes in science subjects.

Pedagogical Content Knowledge. PCK is considered specialized knowledge that teachers have

about how to teach specific content areas (Gess-Newsome, 2015). In the context of this study,

PCK refers to the specialized knowledge that science teachers have about how to teach scientific

concepts to students and is also considered one of the main variables.

Science Teachers. A group of individuals who are trained and certified to teach science in

primary or secondary schools (Harlen & Holroyd, 2012). In this study, science teachers refer

specifically to those who teach science subjects in senior high school).

Student Learning Outcomes. These are knowledge, skills, and attitudes that students acquire as

a result of their participation in a particular educational program or activity (Boyatzis, 2022). In

this study, student learning outcomes refer specifically to the knowledge, skills, and attitudes that

students acquire as a result of their participation in science classes.