Scientific Literacy, Teachers’ Self-Efficacy and Teaching Proficiency of 21st Century Science Teachers

Abstract

This investigation determines the level of scientific literacy, teachers’ self-efficacy and teaching proficiency of the science teacher in the Division of Sagay City according to their age, sex, civil status, the length of service, undergraduate preparation and the number of hours attended. The descriptive - correlational research design specifically the quantitative descriptive survey method was employed in this study with forty - two randomly selected high school science teachers, the respondents were given three sets of instruments, the Teachers’ Self-Efficacy Scale questionnaire, Evaluation for Teaching performance and the Scientific Literacy Skill Test questionnaire. Mean, t-test for independent means and analysis of variance were the statistical tools used. Findings revealed that the level of scientific literacy of the science teachers when taken as a whole and when grouped according to the selected variables was basic except on non-education graduates which is observably high but shows no significant difference. Moreover, science teacher’s teaching self-efficacy, results disclosed that there is no significant difference in the level of teaching self-efficacy of science teachers when grouped according to selected variables such as age, civil status, length of service and training. However, when dimension was considered individually, there is a significant difference in the level of science teachers teaching proficiency in terms of planning but not when they are grouped according to civil status. This means scientific teachers when taken as a whole and when grouped according to the selected variables were proficient enough in teaching the subjects and have mastery of the subject matter. Meanwhile, it was noted that there is no significant correlation among science teachers’ scientific literacy, self-efficacy, and teaching proficiency.