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Apr 25, 2025
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Abstract
Effective science instruction requires more than just dispensing information and conceptual knowledge; science teachers also need to have in-depth knowledge, understanding, and abilities to give their students appropriate and pertinent scientific tasks. Despite the fact that teachers exhibit proficiency in laboratory instruction, more research is required to determine how this proficiency directly impacts student learning outcomes in lab environments. Hence, a descriptive-correlational research approach was conducted to determine the relationship between the profile of science teachers and their knowledge and skill competence in science laboratory instruction. Results revealed that gender (sex) has a negative correlation with both knowledge and skill competency. This indicates that male and female teachers may have different competency levels. Moreover, higher degrees and teachers’ field of specialization contribute positively to both knowledge and skill competency in science laboratory instruction. However, teaching position and length of teaching have weak indicating that experience alone may not strongly influence knowledge and skill competence in science laboratory.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Atud, F. M. R., Cabrera, R. M., & Calzada, M. P. T. (2025). Teachers’ Profile, Knowledge Competence, and Skill Competence in Laboratory Instruction; Its Implications to Physics Teaching. International Journal of Multidisciplinary: Applied Business and Education Research, 6(4), 2059-2069. https://doi.org/10.11594/ijmaber.06.04.33
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Canuto, P. P., Choycawen, M., & Pagdawan, R. (2024). The Influence Of Teaching Com-petencies on Teachers’ Performance and Students’ Academic Achievement in Pri-mary Science Education. Problems of Education in the 21st Century, 82(1), 29–47. https://doi.org/10.33225/pec/24.82.29
Ecevi̇T, T., & Kaptan, F. (2022). Argümantasy-ona Dayalı Araştırma-Sorgulamaya Uygu-lamalarının fen öğretmen adayı eğitimin-deki etkililiği. Kuramsal Eğitimbilim, 15(4), 721–757. https://doi.org/10.30831/akukeg.1070893
Gayon, RM., (2023). Instructional Competen-cies of Laboratory School Teachers in Remote Blended Learning. Teacher Edu-cation and Curriculum Studies. Vol. 8, No. 2, 2023, pp. 35-42. doi: 10.11648/j.tecs.20230802.11
Gokmen, A. et.al., (2021). Preservice biology teachers’ knowledge and usage level re-garding lab equipment and materials. Journal of Education and Learning. 15 (3). DOI: https://doi.org/10.11591/edulearn.v15i3.20018
Halim, AB., (2021). The Competency of Science Teachers in Integrating Higher Order Thinking Skills in Teaching and Learning. Journal of Physics: Conference Series. doi:10.1088/1742-6596/1793/1/012005
Juanda, A. et.al., (2024). Strategies To Improve Teachers' Pedagogical Skills in Science Learning. Asian Journal of Engineering, Social and Health. 3 (4). DOI: https://doi.org/10.46799/ajesh.v3i4.291
Kartimi, K., Riyanto, O. R. & Winarso, W. (2023). Digital competence of science teachers in terms of gender, length of work, and school levels of teaching. Cyp-riot Journal of Educational Science. 18(1), 31-42 https://doi.org/10.18844/cjes.v18i1.7779
Khan, Y., et.al. (2024). Relationship between Theoretical Knowledge and Application Abilities of Science Teachers in Assess-ment Practices at School Level. Global Educational Studies Review. 9 (3), 136-144. DOI: 10.31703/gesr.2024(IX-III).13
Kramer, M., Förtsch, C., Boone, W. J., Seidel, T., & Neuhaus, B. J. (2021). Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Ac-tivities, and Diagnostic Accuracy. Educa-tion Sciences, 11(3), 89. https://doi.org/10.3390/educsci11030089
Lehesvuori, S., Lehtinen, A., Hämäläinen, R., Maunuksela, J., & Koskinen, P. (2023). Student-centredness in physics laborato-ry teaching sessions. Learning Culture and Social Interaction, 43, 100773. https://doi.org/10.1016/j.lcsi.2023.100773
Liquido, M. G. L., & Potane, J. D. (2023). Inves-tigating the Moderating Effect of Profile on the Relationship between Pedagogical Knowledge Competence and Organiza-tional Citizenship in the Context of Sec-ondary Teachers. International Journal of Membrane Science and Technology, 10(2), 1033–1049. https://doi.org/10.15379/ijmst.v10i2.140
Magsambol, B. (2020) 8.8 million Parents Pre-fer Modular Learning for Students—DepEd [Web Log Post].
https://www.rappler.com/nation/deped-says-parents-prefer-modular-learning-students
Moreira et al., (2023). Teachers’ pedagogical competences in higher education: A sys-tematic literature review. (2023). Journal of University Teaching and Learning Practice, 20(1), 90-123. https://doi.org/10.53761/1.20.01.07
Nuevo, E. (2024). Adequacy, Utilization of La-boratory Equipment and Performance of Junior High School Science Teachers. In-ternational Journal for Multidisciplinary Research. 6 (3). https://www.ijfmr.com/papers/2024/3/21166.pdf
Putra, Z. H., Hermita, N., Afrillia, Y. M., & Dahnilsyah, D. (2022). The effect of gen-der, teaching experience, educational background, and the school type on teachers’ mathematical, didactic, and technological competences. Perspectives of Science and Education, 60(6), 612–624. https://doi.org/10.32744/pse.2022.6.37
Qadeer, A., Shahid, S. H., & Ullah, N. (2024). Ef-fect of Teacher competency and class-room environment on Students’ Academ-ic achievement In secondary schools. Journal of Excellence in Social Sciences, 3(1), 74–86. https://doi.org/10.69565/jess.v3i1.172
Supriyatman, S., Kade, A., Darmadi, I. W., Miftah, M., Supriyadi, S., & Ismail, I. (2024). Competence of Junior high Schools’ Science Teachers in Implement-ing Laboratory Teaching: A Case Study on Palu, Centre Celebes. Jurnal Penelitian Pendidikan IPA, 10(6), 3114–3122.https://doi.org/10.29303/jppipa.v10i6
Topchyan, R., & Woehler, C. (2020). Do teacher status, gender, and years of teaching ex-perience impact job satisfaction and work engagement? Education and Urban Society, 53(2), 119–145. https://doi.org/10.1177/0013124520926161
Unyapoti T., Wansudon S., Inthama P., & Sujarittham T. (2023) A Case Study of Pre-service Teachers’ Physics Laboratory Skill in Measurement and Uncertainty ISSN: 2189-101X – The Asian Conference on Education & International Develop-ment 2023 Official Conference Proceed-ings (pp. 457-461) https://doi.org/10.22492/issn.2189-101X.2023.37
Zabala, G. M., & Dayaganon, A. J. (2023). Com-petency of teachers and laboratory envi-ronment in an online setting as predictors of science process skills of students: a convergent design. Science Education In-ternational, 34(3), 202–215. https://doi.org/10.33828/sei.v34.i3.4
Zuhaida, A., & Imaduddin, M. (2019). Analisis Level Literasi Laboratorium Kimia Dari Calon Guru Ipa Tahun Pertama. Jurnal Inovasi Pendidikan Kimia, 13(2), 2349–2359. https://journal.unnes.ac.id/nju/index.php/JIPK/article/download/16446/9242
Zourmpakis, A.-I., Papadakis, S., & Kalogianna-kis, M. (2022). Education of preschool and elementary teachers on the use of adaptive gamification in science educa-tion. International Journal of Technology Enhanced Learning, 14(1), 1–16. https://doi.org/10.1504/IJTEL.2022.120556