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Research Article

Technological Proficiency and Performance of Science Teachers amid Covid 19 Pandemic: Basis for Professional Development Program

407 reads
Sheldon Dala , Arra Santos
Psych Educ Multidisc J, 2024, 25 (10), 1272-1285, DOI: https://doi.org/10.5281/zenodo.13861415, ISSN 2822-4353
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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.

Keywords program pandemic, performance, proficiency, technological,
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Department of Education — Philippines Department of Education 1 author Marikina Polytechnic College — Philippines Marikina Polytechnic Co… 1 author Sheldon Dala — corresponding author SD Sheldon Dala ✉ Arra Santos AS Arra Santos

Readership

407 reads over 27 months.

September 2024 November 2026

Related work on SciMatic

Closest of 25 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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Arra Santos 0xF413D4…404033 450,000 (45%)
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Bibliographic Information

Sheldon Dala, Arra Santos, (2024). Technological Proficiency and Performance of Science Teachers amid Covid 19 Pandemic: Basis for Professional Development Program, Psychology and Education: A Multidisciplinary Journal, 25(10): 1272-1285
Bibtex Citation
@article{sheldon_dala2024pemj,
author = {Sheldon Dala and Arra Santos},
title = {Technological Proficiency and Performance of Science Teachers amid Covid 19 Pandemic: Basis for Professional Development Program},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {25},
number = {10},
pages = {1272-1285},
doi = {10.5281/zenodo.13861415},
url = {https://scimatic.org/show_manuscript/3643}
}
APA Citation
Dala, S., Santos, A., (2024). Technological Proficiency and Performance of Science Teachers amid Covid 19 Pandemic: Basis for Professional Development Program. Psychology and Education: A Multidisciplinary Journal, 25(10), 1272-1285. https://doi.org/10.5281/zenodo.13861415

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