Measuring the Competency Level of Junior High School Science Teachers in the Framework of Utilizing Information Technology Systems

Abstract

Using descriptive research, the study determined the competency level of junior high school science teachers in terms of: (1) social regard for learning; (2) curriculum; (3) learning environment; (4) planning, assessing, and reporting; (5) diversity of learners; (6) community linkage; and (7) personal and professional development and professional index of individual plan for professional development (TIPPD). The competency level of junior high school science teachers was “satisfactory” as reflected in the mean of 3.13 using Friedman’s two-way ANOVA. Using Sandler’s, A test, the difference in the competency level of the teachers according to qualification is significant. Their strength is on Social Regard for Learning. The weaknesses are the Diversity of Learning and Community Linkages. For the Professional Index of TIPPD, 50% are experienced teachers; 41.67% are developing and 8.33% are experts. Statistical analysis revealed that no significant difference in the Professional Index of TIPPD according to work experience, number of training attended, and qualification. The length of service and number of training attended is not significantly associated with the competency level of junior high school science teachers, however, a marked difference in the competency level in terms of qualification.