RRS (FOREIGN)

Science Teacher Expertise

Education levels can be increased by creating future family structures in advance. Schools can be better
equipped in terms of physical conditions, the students can learn by doing and experiencing, and the
school can possess a design that will increase students’ academic achievement (Mehmet Ozcan, 2021).
Teaching approach helps students to develop innovative skills and meet twenty-first century challenges.
However, teachers need to possess positive attitudes toward junior high school teaching to implement it.
Therefore, studying factors that influence these attitudes is important. So far, investigated factors have
focused on teachers’ personal and professional experiences (Saleh [Link]., 2023).
Much prior scholarship in K-12 teacher leadership is agnostic to teachers’ disciplinary areas and centrally
focuses on how teachers’ instructional expertise is utilized for leadership activities solely within their
school. However, there are teacher leaders who engage in leadership by influencing policy development
and implementation at larger system scales focused on their content areas (Vieyra and Hite, 2023).

Self-efficacy
Self-efficacy was enhanced among students who had low self-efficacy before climbing than those who
had higher self-efficacy before climbing. The factors that were related to changes in self-efficacy in
school mountaineering included impression of nature in mountains, vicarious experiences, and warm
interactions with others. Therefore, in school mountaineering, it appears that self-efficacy may be
enhanced by being impressed of nature in mountains, seeing friends who are doing their best, and having
warm interactions with friends (Shimada [Link]., 2018).
Students' attitudes and self-efficacy are very important in science subjects. With a good attitude and self-
efficacy, learning will be easier and more enjoyable (Budiarti [Link]., 2022).
Found that parental science expectations significantly predicted the science interests of Yi junior high
school students; science interests, science experience, and science self-efficacy played a chain mediating
role between parental science expectations and science interests; minority areas are likely to suffer from a
lack of science resources due to economic and environmental factors, parents’ failure to properly
understand the value of science, and students’ lack of extracurricular science experiences, thereby
resulting in minority students’ loss of interest in science. Therefore, there is a strong need to improve the
science expectations of parents of minority students for their children, increase opportunities for minority
students to participate in hands-on science activities and gain access to science media, and enhance their
sense of science self-efficacy. These efforts are conducive to promoting increased interest in science
among minority middle school students and enhancing educational equity and sustainable social
development (Zhang [Link]., 2024).
Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many
challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving
process and offer teachers valuable information about when to provide necessary scaffolding. This study
examined middle school students’ self-efficacy, their learning performance and behavioral patterns after
using a multimedia-enriched PBL program, and explore the relationships among these factors. Students
with higher self-efficacy used more appropriate tools at the appropriate times than students with lower
self-efficacy (Min Liu [Link]., 2023).
LOCAL
Science teacher expertise

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 scheme
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 scheme
The K to 12 reform and the new Philippine Professional Standard for Teachers has 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 scheme (Roger
Malahay, 2021).
Science teachers’ involvement in the (Community of Practice) CoP leads them to collaborate effectively
and professionally, become optimistic and adaptable person, and innovative and goal-oriented facilitators
of Science learning. In addition, members of the (Community of Practice) CoP have effectively fostered
camaraderie and built effective working relationships making them more confident, flexible, and
motivated individuals, thus aiding their social and personal development (Confesor and Belmi, 2022).
Shared vision, personal mastery, system thinking, school level-managerial domain, and supportive
condition-structure are the predictors of teacher's performance. Based on the study's findings, professional
learning community practices, involvement in decision making, and learning organization greatly
influenced the secondary school science teacher's performance (Nuezca [Link]., 2022).
Science teachers need a upskilling and reskilling in content-based knowledge and teaching strategies
applicable to several identified challenging science topics in this new normal; continuous training
on the use of varied online platforms; capacity building on the use of software and digital science
activities applications; a further enhancement in the following teaching related activities such as
creating online assessments, online instructional modules, online class management, online teaching
strategies, implementing online netiquette, and crafting the individual learning monitoring plan
(Malamdag [Link]., 2022).

Self-efficacy

In an era dominated by technology, digital literacy has become necessary skill, defining one's ability to
effectively navigate and utilize various technological tools. However, not everyone, particularly junior
high school students, has equal access to or proficiency in the digital realm. This is particularly evident in
the Philippines, where a sizable proportion of students have difficulty accessing digital devices and the
internet, demonstrating a clear digital gap. there was no significant difference in digital literacy self-
efficacy among respondents when grouped according to their demographic profile. In conclusion, the
pressing digital disparities faced by junior high school students in the division, particularly within the
ALS context, revealing challenges in access to technology and online resources (Willy Calo, 2023).
Charlie Singua (2023) reveal that although both the teacher and student-respondents manifested highly
positive perceptions on the BLOG Project in Science in all parameter set, the teachers, as implementers
were more positive in their assessment while the students as the subjects were slightly more critical. It
also has been noted thar despite the positive evaluation, both the student and the teacher-respondents
reported experiencing various problems in the implementation of Project BLOG. For the teachers, their
biggest dilemma was the fact that they attend to the specific needs of each learner due to the limitations of
the current educational set-up. For the students, it was the changing community quarantine classifications
and policies that may hinder the continuity of the Project BLOG in Science. Overall, the study concludes
that the Project BLOG was satisfactorily implemented and further supports the literature on the efficacy
of remedial instruction.
Understanding science teachers’ beliefs and orientations related to science teaching is important to
ensuring quality teacher training in order to promote quality science education in the schools. Using a
non-experimental cross-sectional explanatory design, this study investigated the teachers’ science
teaching self-efficacy, science teaching beliefs, and attitude towards use of [Link] findings were
utilized as bases for a supplementary mentoring action plan for science teachers to address the areas of
concern relating to their roles as facilitators of learning, their views about science and science education,
and use of technology-driven teaching approaches (Lowell Gabunilas, 2024).
High school teachers are commonly known to have low self-efficacy in science. Previously conducted
research on science teaching self-efficacy and content knowledge has often focused on whether methods
courses, professional development or other interventions improve both self-efficacy and content
knowledge among high school teachers. The results of this study found that pre-service teachers had a
higher self-efficacy score in comparison to in-service teachers. Additionally, there was a negative
relationship between one’s belief that they could teach science effectively and their Science Beliefs score,
meaning that the more science self-efficacy they possessed, the lower their science knowledge. It is
important that teachers become aware of their lack of content knowledge in order to remedy the
insufficiency, and to avoid passing along misconceptions to their students (Amy Catalano, Lauren
Asselta, 2019).
Teachers' affordances in facilitating science classes which involves their efficacy in teaching strategies
and assessment practices, classroom management, and student empowerment impinge their deliberate
self-efficacy and attitude in raising desirable scientific attributes among students in response to the newer
philosophy of science teaching and learning. The following are the highlights of the findings of this study:
the respondents hold efficacious standpoints in teaching and learning science in the newer philosophy of
science teaching;the respondents are efficacious in teaching strategies and assessment practices,
classroom management, and student empowerment. These concordances are manifestations of their
standpoints in an effective science teaching and learning; and the respondents' general standpoints in
teaching and learning science is proportional to their efficacious viewpoints in employing teaching
strategies and assessment practices, classroom management, and student empowerment (Zyrel V Vallerio,
2023).

In addition, along with the advancement of technology in the classroom and inherent with

the characteristics of this generation’s students, teaching pedagogy has shifted from teacher

centered to student centered. Teachers are now faced with the demands of teaching the new

generation of learners who are experts at multi-tasking and can use multi-tools simultaneously.

They are visual speakers and they speak through images. They play and learn anytime and

anywhere. They bring their own devices to get information anytime, anywhere. As digital

natives, it is not enough for them to master only the 3Rs (reading, writing, and arithmetic), but

they also need to master the 4Cs (creativity, collaboration, critical thinking, and communication)

or the 21st Century (Deliccah, 2022).

The lack of application of learning models that provide HOTs problems causes low

science learning outcomes and students' critical thinking skills. So that it is necessary to apply a
model that can improve science learning outcomes and students' critical thinking skills, one of

which is using a HOTs-oriented problem-based learning model. This study aims to analyze the

effect of the HOTS-oriented problem-based learning model on students' critical thinking skills

and science learning outcomes. Increasing students' critical thinking skills requires training

students to solve a problem. Students are required to participate actively in asking and

responding to questions so that students can develop their critical thinking skills. (Gede Eric

Cantona, 2023)

The teaching competencies of science teachers significantly influence students' science

academic achievement. It shapes the students' understanding of complex science concepts and

their ability to excel in scientific exploration, ultimately nurturing their scientific

literacy. Generally, there were no significant differences among the teaching competencies

regardless of the teachers' gender, age, highest educational attainment, and years in service.

Meanwhile, the students' science academic achievement was determined to be lower average,

suggesting low scientific literacy. Correspondingly, the teaching competencies and students'

academic achievement were not correlated. (Peter Paul L. Canuto [Link]., 2024).