Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 4 (2025)

Teachers' Profile, Knowledge Competence, and Skill Competence in Laboratory Instruction; Its Implications to Physics Teaching

Florence Mae R. Atud | Rhea M. Cabrera | Marc Paul T. Calzada

Discipline: Teacher Training

 

Abstract:

Effective science instruction requires more than just dispensing infor-mation and conceptual knowledge; science teachers also need to have in-depth knowledge, understanding, and abilities to give their students ap-propriate and pertinent scientific tasks. Despite the fact that teachers ex-hibit proficiency in laboratory instruction, more research is required to determine how this proficiency directly impacts student learning out-comes in lab environments. Hence, a descriptive-correlational research approach was conducted to determine the relationship between the pro-file of science teachers and their knowledge and skill competence in sci-ence laboratory instruction. Results revealed that gender (sex) has a neg-ative correlation with both knowledge and skill competency. This indi-cates that male and female teachers may have different competency lev-els. Moreover, higher degrees and teachers’ field of specialization con-tribute positively to both knowledge and skill competency in science la-boratory instruction. However, teaching position and length of teaching have weak indicating that experience alone may not strongly influence knowledge and skill competence in science laboratory.



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