Professional Development Programs: Effects on Professional Capacity and Research Proficiency of Secondary School Science Teachers

Abstract

Research-related inadequacy in knowledge and skills among research teachers contributes to poor-quality instruction and limited research development. Addressing the evidence gap on science teachers’ actual research capacity is essential, given their critical role in research instruction. Hence, this study examined the perceived level of effects of professional development programs on the professional capacity and research proficiency of secondary school science teachers. It involved 50 purposively selected science teachers handling research subjects in either junior high school or senior high school across 14 public secondary schools in the Schools Division of Sultan Kudarat. Using a descriptive-correlational design, the result of the survey showed that respondents were generally capable in professional capacity, particularly in research knowledge and understanding (Mean = 4.10, SD = 0.73) and research skills and application (Mean = 4.05, SD = 0.71), with stronger performance in knowledge and understanding than in skills and application. In terms of research proficiency, teachers were rated proficient in technical skills (Mean = 3.93, SD = 0.77), conceptualizing skills (Mean = 4.05, SD = 0.73), designing skills (Mean = 4.14, SD = 0.75), and data-processing skills (Mean = 3.92, SD = 0.75). However, weaknesses were identified in data processing, particularly in statistical knowledge, data analysis, critical thinking, and theoretical grounding. A strong significant correlation (r = .855) was found between professional capacity and research proficiency, indicating a positive relationship among variables. Overall, the findings emphasize the need to strengthen and revitalize professional development programs to enhance science teachers’ research competencies.