Teacher Mastery in Enhancing Critical Thinking Skills in the Schools Division of Mabalacat City in Response to PISA Results: A Basis for Critical Thinking Resource Plan

AUTHOR(S)

ERIC DE GUZMAN AYSON

ABSTRACT

——This study aimed to evaluate teacher mastery in enhancing critical thinking skills among Junior High School (JHS) teachers in the Schools Division of Mabalacat City, in response to the results of the Programme for International Student Assessment (PISA). It explored the relationship between teachers’ professional profiles, such as length of service, highest educational attainment, and relevant trainings attended, with their level of knowledge in fostering critical thinking skills. A total of 120 teachers participated in the study, providing data on their professional background and teaching practices. The results revealed that teachers generally possess strong knowledge in areas like drawing conclusions, distinguishing assumptions from generalizations, and helping students evaluate ideas. However, areas like evaluating logical explanations and making judgments showed room for improvement. The study found that length of service and highest educational attainment significantly correlated with teachers’ mastery of critical thinking skills, while relevant trainings attended did not. Based on these findings, the study proposes a Critical Thinking Resource Plan that emphasizes targeted professional development, continuous mentorship, curriculum integration, and collaboration among teachers to enhance critical thinking skills in students. The study underscores the importance of a structured approach to professional growth to address the gaps in critical thinking instruction and align with global educational standards Keywords: Critical Thinking, PISA