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ABSTRACT ANDRADE, MARY JOYCE V. Mariano Marcos State University. May 2021. COMPETENCY AND PROFESSIONAL DEVELOPMENT NEEDS OF SENIOR HIGH SCHOOL PHYSICS TEACHERS. Major Adviser: Vida V. Antonio, EdD. This descriptive-correlational research aimed to determine and describe the Senior High School Physics teachers' socio-demographic characteristics, level of competency, professional development needs, and the relationships between and among these variables. Via total enumeration included 60 Physics teachers from public Senior High Schools in the Schools Divisions of Ilocos Norte, Laoag City, and the City of Batac. An adapted questionnaire from the Framework for Philippine Science Teacher Education of the DOST-SEI and UP-NISMED, which was modified with the aid of experts to suit the need of the study, was the main tool to gather data. Frequency, percentage, mean, and standard deviations were used to analyze the data collected on the teachers' socio-demographic characteristics, level of competency, and level of professional development needs. Pearson's (r) moment of correlation was used to determine the relationship between the teachers' socio-demographic profile, their level of competency, and perceived professional development needs. The Independent sample /-test and one-way Analysis of Variance (ANOVA) were used to determine if there is a significant difference in the teachers' level of competency and level of professional development needs when grouped according to their socio-demographic characteristics. Findings revealed that the teachers have a High level of competency along professional knowledge, professional practice, and professional attributes. The teachers' teaching position has a significant relationship with their level of competency along professional practice and professional attributes. Their major or field of specialization is significantly related to the level of their professional knowledge. It was also found out that teachers have a High Need for professional development for content, pedagogy, and assessment. Specifically, they need professional interventions on Thermodynamics, Electricity and Magnetism, Modern Physics, ICT-Based Physics, Authentic Assessment, and online or c-assessment. It was found that age has a significant relationship to their level of professional development needs along pedagogy. In the light of the findings, it is recommended that there be a competency-based program in Physics for the retooling and ups killing of teachers focusing on Physics content, pedagogy, and assessment. |
