Abstract
This study aimed to determine the technological proficiency of science teachers and their performance during the COVID-19 pandemic, serving as a basis for developing a professional development program for the 2023-2024 school year. The study specifically sought to answer the following questions: (1) What is the technological proficiency level of science teachers and administrators based on self-assessment in the areas of technology operations and concepts, planning and designing learning environments, assessment and evaluation, productivity and professional practice, and ethical, legal, and human issues? (2) Is there a significant difference between the assessments of science teachers and administrators on these aspects? (3) What is the performance level of science teachers based on their Individual Performance Commitment Review Form (IPCRF) for the 2020-2021 school year? (4) Is there a significant relationship between technological proficiency and teacher performance? (5) What professional development program could be proposed based on the study results? The study employed a quantitative research design, utilizing statistical methods including the weighted mean, z-test, correlated t-test, and Pearson r to analyze the data. Findings revealed that science teachers' technological proficiency in all assessed areas was rated as Proficient. No significant difference was found between the assessments of teachers and administrators on the proficiency levels. Based on IPCRF results for the 2020-2021 school year, 82.5% of teachers received a Very Satisfactory rating, 10% were rated Outstanding, and 7.5% were rated Satisfactory. Additionally, no significant relationship was identified between technological proficiency and teacher performance. Based on these findings, a professional development program in the form of a seminar-workshop was proposed to further enhance the technological proficiency and performance of science teachers.
