Join as an Editor/Reviewer

Knowledge, Practice, and Attributes of Junior High School Professional Science Teachers

Volume: 48  ,  Issue: 1 , March    Published Date: 25 March 2020
Publisher Name: IJRP
Views: 187  ,  Download: 48


# Author Name
1 Arlon Ponce Cadiz



Science teachers play an important role in upgrading the standards of teaching-learning process in the 21st century. Since the students are expected to have or possess learning outcomes and skills of the 21st century, professional science teachers should also have these 21st skills so that they can give their utmost best to ensure that the framework in science education is properly observed and become evident inside and outside the classroom. Hence, science teachers should possess the professional knowledge, apply professional practice, and exhibits professional attributes to become effective and efficient in educating the students on the importance of science concepts in their lives. This study used the cross-sectional survey and correlation designs in data collection and analysis of the knowledge, practice, and attributes of 37 Grade 10 science teachers. An adapted instrument, with a Cronbach’s alpha coefficient of 0.92 was used. The participants labeled the knowledge (X=3.5397; SD=0.3928), practice (X=3.5422; SD=0.4291), and attributes (X=3.4839; SD=0.4520) as “Strongly Agree (SA)”. This study revealed that; (a) there is no significant difference between the male and female science teachers’ knowledge, practice, and attributes; and (b) there is no significant difference between single and married science teachers’ knowledge, practice, and attributes. However, there are components of science teachers’ professional practice which are significantly related to educational attainment. This study would be replicated considering perspectives of junior high school science teachers in other grade levels and also include other variables that may also affect or influence their professional qualities.


  • Knowledge
  • Practice
  • Attributes
  • Professional Science Teachers
  • Demographic variables
  • Professional Development Program
  • References


    Ajaja, P.O. & Eravwoke, U.O. (2013). Teachers’ Characteristics and Science Teachers’ Classroom Behaviour: Evidence From Science Classroom Surveys. US-China Education Review B, ISSN 2161-6248 Vol. 3, No. 1, 36-53.

    Ansari, U., & Malik, S. K. (2013). Image of a Teacher in a 21st Century Classroom. Journal of Educational and Instructional Studies in the World, Volume 3 (Issue 4).

    Cak?r, H. & Bichelmeyer, B.A. (2016). Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum, Interactive Learning Environments, 24:1, 20-32, DOI: 10.1080/10494820.2013.817437

    Cavas, B., Cavas, P., Karaoglan, B., & Kisla, T. (2009). A study on science teachers' attitudes toward information and communication technologies in education. Turkish Online Journal of Educational Technology – TOJET April 2009 ISSN: 1303-6521 volume 8 Issue 2 Article 2.

    Creswell, J.W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research 4th Edition, Pearson Education, Inc., 501 Boylston Street, Boston, MA 02116.

    Dori, Y. T., Tal, R. T., & Peled, Y. (2003). Characteristics of Science Teachers Who Incorporate Web-based Teaching. Research in Science Education, 32, 511-547.

    Fischer, H. E., Borowski, A., & Tepner, O. (2012). Professional Knowledge of Science Teachers. Research Gate.

    Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Elsevier – Teaching and Teacher Education, 58, 129-139.

    Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to teacher's effectiveness. International Journal of Humanities and Social Science, 1(21).

    OECD (2009). Creating Effective Teaching and Learning Environments.

    Peng, W.J., Mcness, E., Thomas, S., Wu, X.R., Zhang, C., Li, J.Z., & Tian, H.S. (2014). Emerging perceptions of teacher quality and teacher development in China. Elsevier, International Journal of Educational Development, 34, 77-89.

    Sahin, A., & Adiguzel, T. (2014). Effective Teachers Qualities from International Teachers' Perspectives. Research Gate.

    SEI-DOST & UP NISMED, (2011). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UP NISMED.

    Saravanan, V. & Al Wadi, H. (2014). Educational research: A study on teachers’ professional practice. Elsevier, Procedia - Social and Behavioral Sciences 116 (2014) 3843 – 3847

    Supovitz, J.A., & Turner, H.M. (2000). The Effects of Professional Development on Science Teaching Practices and Classroom Culture. Journal of Research in Science Teaching, Vol. 37, No. 9, 963-980.

    Sweeney, A.E., Bula, O.A., & Cornett, J.W. (2001). The Role of Personal Practice Theories in          the Professional Development of a Beginning High School Chemistry Teacher. Journal of research in science teaching Vol. 38, no. 4, pp. 408± 441.

    William, D. (2011). What is assessment for Learning? Elsevier – Studies in Educational Evaluation, 37, 3-14.

    Wurdinger, S., & Rudolph, J. (2009). Teaching Practices that Improve Student Learning: Five Experiential Approaches. Journal of Teaching and Learning, 2009, Vol. 6, No. 1.