Effectiveness of Professional Development Programs on Science Teachers’ Literacy in Basic Education
DOI:
https://doi.org/10.54536/ajet.v4i2.4411Keywords:
Basic Education, Descriptive-Correlational Study, Professional Development Programs, Science Education, Scientific Literacy, Teacher CompetenciesAbstract
Professional development programs are essential for enhancing science educators’ teaching competencies. These programs equip teachers with innovative strategies to foster scientific literacy, critical thinking, and student engagement. This study investigates the relationship between professional development programs and the implementation of scientific literacy in selected schools in Agusan del Sur. Adopting a quantitative descriptive-correlational research design, the study surveyed 151 science teachers using complete enumeration sampling (universal sampling). Results show that demographic factors such as age, gender, teaching experience, and training attendance do not significantly affect teachers’ perceptions of these programs. However, grade level and educational attainment strongly influence the effectiveness of professional development, particularly in pedagogical approaches, collaboration, and assessment strategies. Based on the findings, the study recommends increasing funding and access to continuous professional development, tailoring programs to specific grade levels, and ensuring equitable opportunities for educators in underprivileged areas. Prioritizing mentorship programs and advanced training can further enhance teacher effectiveness in promoting scientific literacy. Addressing these factors will help strengthen science instruction, ultimately improving students’ understanding and application of scientific concepts.
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