Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

  • Jina Denise R. Galiza MS Science Education Program, School of Science & Engineering, Loyola Schools, Ateneo de Manila University, Katipunan Ave., Loyola Heights, Quezon City
  • Rhodora F. Nicdao Department of Education, School of Social Sciences, Loyola Schools, Ateneo de Manila University, Katipunan Ave., Loyola Heights, Quezon City
  • Armando Jr. M. Guidote Department of Chemistry, School of Science & Engineering, Loyola Schools, Ateneo de Manila University, Katipunan Ave., Loyola Heights, Quezon City; Philippine Institute of Pure and Applied Chemistry (PIPAC), Ateneo de Manila University Campus, Katipunan Ave., Loyola Heights, Quezon City
Keywords: teaching experience, content knowledge, self-efficacy, chemistry background, professional development

Abstract

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted  the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy  were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.

Published
2018-12-04
Section
Research Articles