eng Science and Education Publishing American Journal of Educational Research 2327-6150 2023-02-19 11 2 79 83 10.12691/education-11-2-6 EDUCATION20231126 article Zyrel V. Vallerio 1 2 John Cris Z. Tobias 2 3 Jennifer N. Tillay 3 4 Analyn P. Dumangeng 4 4 Venus T. Pumihic 4 5 Romiro G. Bautista romiro.bautista@qsu.edu.ph 6 7 Graduate School Students, Quirino State University, Philippines Graduate School Faculty, Quirino State University, Philippines Teachers¡¯ affordances in facilitating science classes which involves their efficacy in teaching strategies and assessment practices, classroom management, and student empowerment impinge their deliberate self-efficacy and attitude in raising desirable scientific attributes among students in response to the newer philosophy of science teaching and learning. The following are the highlights of the findings of this study: (1) the respondents hold efficacious standpoints in teaching and learning science in the newer philosophy of science teaching; (2) the respondents are efficacious in teaching strategies and assessment practices, classroom management, and student empowerment. These concordances are manifestations of their standpoints in an effective science teaching and learning; and (3) the respondents¡¯ general standpoints in teaching and learning science is proportional to their efficacious viewpoints in employing teaching strategies and assessment practices, classroom management, and student empowerment. http://pubs.sciepub.com/education/11/2/6/education-11-2-6.pdf science teaching and learning teachers¡¯ efficacy