Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one h...

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Bibliographic Details
Main Authors: Galiza, Jina Denise R, Nicdao, Rhodora F, Guidote, Armando M, Jr
Format: text
Published: Archīum Ateneo 2018
Subjects:
teaching experience
content knowledge
self-efficacy
chemistry background
professional development
Science and Mathematics Education
Online Access:https://archium.ateneo.edu/chemistry-faculty-pubs/12
https://archium.ateneo.edu/cgi/viewcontent.cgi?article=1011&context=chemistry-faculty-pubs
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Institution: Ateneo De Manila University
Description
Summary:This study examined teachers’ content knowledge (CK) in chemistry and its relationship to teachers’ chemistry background, teaching experience, involvement in professional development and self-efficacy It was further investigated which variables predicted the level of content knowledge (CK) of one hundred public secondary chemistry teachers. The data shows that the majority of science teachers have low level of CK in Chemistry. Teaching experience, professional development, chemistry background, and self-efficacy were significantly related to the CK of teachers. Teachers' professional development and self-efficacy predicted the CK of teachers.

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