Competence of Out-Of-Field Science Teachers: Basis for A Professional Development Program

AUTHOR(S)

AMABEL O. YUMANG

ABSTRACT

— This study investigates the competence of out-of-field science teachers and identifies the factors that influence their professional development. The research focused on 80 teachers from various schools, assessing their academic qualifications, teaching experience, participation in science-related training, and the training they have attended. Data were gathered through surveys, and the teachers’ competencies were evaluated across key dimensions, including adaptability, promoting critical thinking, classroom management, and the use of science-specific resources. Results indicated that while out-of-field science teachers demonstrated high competence in areas such as adaptability and promoting critical thinking, they showed lower competence in science content knowledge and the integration of technology. Furthermore, participation in science-related training was found to have a significant positive relationship with their overall level of competence. At the same time, factors such as academic qualifications and years of teaching experience were not significantly related to competence. Based on these findings, the study proposes a comprehensive professional development program designed to enhance content knowledge, technological skills, and collaborative teaching practices among out-of-field science teachers. The program emphasizes the importance of continuous training and targeted support to improve teaching quality and ensure effective science education