Teaching Context, Professional Support, and Challenges of Science Teachers in the Spiral Progression Approach

This study explored the relationship among science teachers' teaching context, professional support, and the challenges in implementing the spiral progression approach (SPA). This study utilized a predictive-correlational research design, using a census approach of science teachers among Junior High Schools in the Division of Cagayan de Oro City, Department of Education, during the school year 2025-2026. Data were gathered using a structured, self-administered, researcher-made questionnaire. Findings revealed that science teachers function across diverse teaching contexts, with specializations led by General Science. Science teachers perceived professional training as effective and reported that peer support or mentorship was almost always available. However, they identified the challenges associated with implementing the spiral progression approach as moderately difficult, indicating a steady and clear challenge. Among these, subject matter emerged as the most significant moderate challenge. Analyses using the Pearson correlation coefficient, one-way ANOVA, and multiple regression indicated that the challenges science teachers encountered in implementing the spiral progression approach were not associated with their specific teaching contexts or professional support variables. This concludes that the challenges identified are inherent to the structural framework of the spiral program approach, rather than a byproduct of the teaching context or professional support they received. Recommendations include a curricular review by the Department of Education to design a more effective, evidence-based SPA framework that supports the realities of teaching and learning.