Teaching practices, technical proficiency, and confidence of science teachers in the school laboratory: basis for designing laboratory- focused science teacher training program / [manuscript] Evelyn D. Monta

Thesis (MAEd-Gen Sci) BPSU, 2021.

The study aimed to investigate the practices, technical proficiency, and confidence of science teachers handling school science laboratories in national Senior High Schools (SHS) in the province of Bataan within the school year 2018 to 2019. A concurrent triangulation method was used in the study. The participants were comprised of Science teachers who are handling Science subjects such as Biology, Chemistry, and Physics and have science education preparations from Bataan SHS that are currently offering STEM track. The study employed purposive sampling. Data were gathered using a researcher-made questionnaire. Both quantitative and qualitative data were gathered through questions with scaled responses and open-ended questions respectively. The quantitative data were analyzed statistically using IBM SPSS version 20.0, while qualitative data were analyzed using the latest version of the MAXQDA software. Based on the findings, it was found out that workstation, area of specialization, level of education, years of experience in handling school science laboratory, number of units of pre-service laboratory-focused training, and number of hours of in-service laboratory-focused training have no significant effect on the respondents' self-perceived school science laboratory teaching practices. Qualitative findings found out that teachers resorted to computer-assisted instruction, teacher support, and improvisation to augment their school science laboratory practices. Meanwhile, workstation, age, area of specialization, level of education, number of units of pre-service laboratory-focused training, and number of hours of in-service laboratory-focused training have no significant effect on the respondents' self-perceived vii technical proficiency in handling school Science laboratory resources. Qualitative findings found out that science teachers experience a lack of administrative support and lack of exposure to laboratory resources with regards to their technical proficiency in handling school Science laboratory resources. Lastly, workstation, age, area of specialization, level of education, years of experience in handling school science laboratory, number of units of pre-service laboratory-focused training, and number of hours of in-service laboratory-focused training have no significant effect on the respondents' self-perceived confidence level within the school science laboratory. Qualitative findings found out that science teachers' confidence level reciprocates their sustained professional growth and expertise in handling laboratory resources and activities that they execute to handle a school science laboratory. Therefore, the findings of this study proposed a training program for science teachers in the form of an action plan with a well-structured outline and clearly defined goals to strengthen their strategies associated with science laboratory instruction and management.