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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Educational Attainment, Teaching Experience, Professional Development and Self-Efficacy as Predictors of
Chemistry Content Knowledge: Implication for the Development of a National Promotion Examination

a*
b
Jina Denise Galiza , Armando Guidote Jr. , and Rhodora Nicdao c

a b
Philippine Women’s University- Jose Abad Santos Memorial School Ateneo de Manila University, School of
c
Science and Engineering, Chemistry Department Ateneo de Manila University, School of Social Sciences,
Education Department * Corresponding Author:* jrgaliza@pwu.edu.ph

ABSTRACT

The level of content knowledge (CK) in Chemistry of public secondary school teachers in Manila was
assessed. This study correlated the CK in chemistry to chemistry background, teaching experience,
involvement in professional development and self-efficacy of science teachers in selected schools within the
Division of City School, Manila. The mentioned variables were studied to determine which greatly influenced
the level of content knowledge of teachers in Chemistry. It forms part of the basis for drafting a National
Promotional examination for public school teachers. The population of the study included one hundred
(100) Grade 7-10 science teachers from ten (10) public secondary schools in Manila. The Chemistry
Background and Teaching Experience Checklist, Professional Development Checklist, Self- efficacy Scale were
given before respondents took the chemistry content knowledge test. The data shows that 80% of the
respondents have very low chemistry background, and only 7% of the respondents have high chemistry
background. The majority of science teachers handling grades 7-10 have the low level of Content Knowledge
in Chemistry. Despite their possession of a degree, units in Master's, and substantial teaching experience,
they are likely considered as beginners only, not content experts. The variables such as teaching experience,
professional development, chemistry background, and self-efficacy are significantly correlated to the
content knowledge of teachers in chemistry. Teachers' professional development and self-efficacy exert the
strongest influence in the development of Content Knowledge of teachers in Chemistry.

Keywords: Teaching experience, content knowledge, self-efficacy, chemistry background, professional
development

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