Over the past decades, the educational landscape in the Philippines has undergone significant transformations with the implementation of the K to 12 curriculum, technological advancements, and the challenges posed by the shift to distance learning during the pandemic. This study explored the attitudes, practices, and challenges of junior high school science teachers with over ten years of service. A qualitative research design was employed, involving eight junior high school science teachers as participants. Data were collected through semi-structured interviews and analyzed (...) using content analysis. The findings revealed that personal values, learning assessments, extended working hours, and applying various learning theories are central to upholding quality education. However, challenges such as learner attitudes, complex subject matter, overwhelming workloads, extended working hours, and non-teaching responsibilities hinder the delivery of quality education. The study further highlights the participants’ reflections on their job satisfaction, teaching preparations, pedagogical practices, effective and ineffective strategies, challenges, and the consequences of these challenges on their personal and professional lives. Basic education institutions are suggested to deploy more administrative staff and revisit the current science curriculum to address these challenges effectively. (shrink)

This study examined public junior high school science teachers’ technological, pedagogical, and content knowledge (TPACK) and instructional challenges. It aimed to determine the TPACK profile of the respondents and the challenges they encounter in teaching. This study was conducted in seven public junior high schools with 35 respondents in the Division of Cabanatuan City. It used a descriptive-correlational research design, including a survey questionnaire and data analysis using descriptive and inferential statistics. The findings revealed that the teachers have very satisfactory (...) TPACK, with technological and content knowledge scoring highly and pedagogical knowledge outstanding in some areas. Challenges included insufficient training, lack of learning materials, and inadequate infrastructure, though respondents did not struggle with understanding science concepts. Teachers also reported issues such as insufficient preparation for laboratory activities, difficulties engaging students in discussions, and challenges in assessing students’ capabilities. Significant relationships were found between respondents’ age and instructional challenges with TPACK. Additionally, age and years of experience were significantly related to instructional challenges. The findings highlight the need for improved teacher training and resources to enhance instructional practices and support effective science education. This study provides valuable insights into the current state of science education in Cabanatuan City, offering a framework to improve teacher competencies through targeted training and resource provision. This may guide educational stakeholders in designing interventions to enhance teacher performance and foster a more engaging and supportive learning environment for students. (shrink)

This study examined the opportunities and challenges faced by Filipino learners in the newly introduced Korean language course within the Special Program in Foreign Language (SPFL) and its relationship to their proficiency. Using an explanatory sequential method, the research was conducted in three phases. In Phase 1, 32 students took the Test of Proficiency in Korean (TOPIK I) and completed a survey. The results indicated that 62.5% passed TOPIK I, suggesting that more than half had a solid grasp of the (...) Korean language. The survey revealed manageable challenges in learning Korean, with a composite mean of 1.85 and a verbal interpretation of “Disagree.” However, thematic analysis in Phase II identified specific challenges, such as difficulties with Korean tenses, particles, vocabulary, and anxiety over making mistakes, which affected students’ comprehension. In contrast, the survey indicated positive opportunities for learning Korean, with a composite mean of 3.57 and a verbal interpretation of “Strongly Agree.” Notable themes included improved college admissions, job prospects, and increased cultural awareness. Data also found no significant relationship between students’ proficiency levels—high or low—and their challenges and opportunities in learning Korean. Based on these findings, an Action Plan was proposed to enhance areas for improvement in Korean language learning for SPFL enrollees, aiming to involve school stakeholders in supporting the development of Korean language skills. (shrink)