Pedagogical Competencies of Public Senior High School Teachers in Entrepreneurship Subject

This study aimed to assess the pedagogical competencies of public senior high school teachers in Nueva Vizcaya regarding entrepreneurship education, serving as the basis for a proposed professional development program. The research focused on understanding the demographic characteristics of the teachers, their self-rated pedagogical competencies, challenges faced in teaching entrepreneurship, and the connections between these variables. Data was collected through a survey questionnaire with sections covering demographics, self-evaluation of competencies, challenges encountered, and recommendations for professional development. Findings revealed that teachers primarily aged 25-35, with more females than males, and many holding business-related degrees. While teachers generally exhibited good pedagogical competencies, variations existed across specific areas. Challenges in teaching entrepreneurship were identified, with complex concept explanation being a notable issue. Years of teaching experience significantly influenced pedagogical competencies, particularly in curriculum structure and learning behavior. Additionally, a strong inverse relationship was established between teaching competencies and the challenges faced, suggesting that more proficient teachers were able to adapt to the challenges identified. The proposed professional development program should emphasize ongoing improvement, focusing on teaching methods, content knowledge, attending national seminars, and aligning the curriculum with real-life scenarios. Encouraging adaptability, collaboration, real-world experience, and staying updated with industry trends is crucial to prepare students for the evolving business landscape.