Teacher efficacy and content knowledge of senior high school quantitative research teachers
List of Authors
  • Airish P. Pelemeniano , Johnnelyn D. Goyo

Keyword
  • Teaching efficacy, Content Knowledge, Quantitative Research

Abstract
  • This study aimed to investigate the association between teacher efficacy and the content knowledge of teachers in teaching quantitative research. By convenient sampling and complete enumeration of the participants, there were 48 teachers teaching quantitative research in Clusters I and III of the Department of Education, Division of Agusan del Sur, Caraga Region, Philippines. To measure teacher efficacy, the present study used the Quantitative Research Proficiency Assessment Tool (QRPAT) whose indicators include research conceptualization skills, quantitative analysis skills, information seeking skills, methodological knowledge, ethical sensitivity skills, and communication skills. On the other hand, a validated 50-item test was administered to measure content knowledge. Upon employing descriptive and correlation analyses, results showed that the level of teachers’ content knowledge for teaching quantitative research is "moving towards mastery", while their efficacy level is “high”. Moreover, there is a significant relationship between the content knowledge of teachers and their teaching efficacy in terms of quantitative analysis skills, research conceptualization skills, and methodological skills. Hence, the study implicated that to modify teaching practices and improve the learning process in quantitative research, it is of high importance to consider improving or maintaining both the teachers' efficacy and their content knowledge, particularly in performing statistical analysis and computational techniques.

Reference
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