Factors Influencing Science Teachers’ Competence in Junior High Schools in Lanao Del Sur-1

This study aimed to identify the relevance of factors influencing science teachers’ competence. It addressed the following objectives: (1) science teachers’ competence level based on the Individual Performance Commitment Review Form (2) the perceived profile in terms of said factors (3) the relationship between the hypothesized factors and science teachers’ competence (4) science teachers’ perceptions of the factors’ influences on teacher competency. The study employed a mixed methods research design in the analysis and interpretation of data. Fifty one (51) secondary science teachers from thirteen junior high schools in Lanao del Sur – Division 1 were randomly selected. The study utilized triangulation of data to validate the results among instruments Factors Influencing Science Teachers’ Competence Questionnaire(FISTCQ) and Individual Performance Commitment Review Form (IPCRF). Pearson product-moment correlation coefficient (r) was used to verify the relationship between the hypothesized factors and teachers’ competence. Based on the IPCRF evaluation, Professional Growth and Development (KRA-4) showed the highest mean result. In addition, a number of the science teachers were rated a “Satisfactory†level of performance as evaluated and confirmed by other science teachers. FISTCQ survey data displayed a strong positive response to hypothesized factors such as teachers’ compensation and teachers’ rapport. Contrary to this, however, the hypothesized factors showed no significant correlation to the science teachers’ competence.Professional growth and development are the highly demonstrated aspects of teacher’s performance. Science teachers value professional growth and development the most in their career. Moreover, science teachers in select regions on Lanao del Sur – Division 1 demonstrated satisfactory and very satisfactory performance ratings annually. Although factors such as teacher’s compensation, rapport, professional development and school facilities had no significant influence on such indicators of competence, teachers’ opinions say otherwise. As such, it is recommended for policymakers to strengthen their current policies on school facilities and teacher compensation, as well as to increase the frequency of seminars and conferences to improve competency.