Zyrel V. Vallerio1, 2,
John Cris Z. Tobias1, 3,
Jennifer N. Tillay1, 4,
Analyn P. Dumangeng1, 4,
Venus T. Pumihic1, 5,
Romiro G. Bautista6, 7,
1Graduate School Students, Quirino State University, Philippines
2Cabaruan Integrated School, Department of Education-Quirino, Philippines
3Sefton Village Christian School, Santiago City, Philippines
4San Benigno Elementary School, Department of Education-Quirino, Philippines
5Alimit Integrated School Department of Education-Nueva Vizcaya, Philippines
6Graduate School Faculty, Quirino State University, Philippines
7International Relations Office, Quirino State University, Philippines
American Journal of Educational Research.
2023,
Vol. 11 No. 2, 79-83
DOI: 10.12691/education-11-2-6
Copyright © 2023 Science and Education PublishingCite this paper: Zyrel V. Vallerio, John Cris Z. Tobias, Jennifer N. Tillay, Analyn P. Dumangeng, Venus T. Pumihic, Romiro G. Bautista. Science Teaching and Learning Conceptions towards Teachers’ Sense of Efficacy.
American Journal of Educational Research. 2023; 11(2):79-83. doi: 10.12691/education-11-2-6.
Correspondence to: Romiro G. Bautista, Graduate School Faculty, Quirino State University, Philippines. Email:
romiro.bautista@qsu.edu.phAbstract
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.
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