Science Teachers’ Number Of Training Hours And Teaching Performance

Abstract

The purpose of this study was to examine the profile of Science teachers including their training hours and their performance on the Classroom Observation Tool (COT). The study followed a sequential explanatory design. In the quantitative phase, a purposive sampling method was employed to gather responses from 107 Teachers I to III in the seven divisions of Region VII (Central Visayas) that offer STEM education. The second phase involved in-depth interviews with 15 key informants. Statistical analysis included percentage, mean, weighted mean (wx ̄), and linear regression analysis. The number of training hours had limited predictive power for teachers' performance. Nevertheless, the qualitative findings complemented the quantitative results, providing additional support. The in-depth interviews conducted during the study revealed that lesser access to trainings due to the pandemic in the 2021-2022 academic year was a significant factor within the study's scope.