Chapter 1:Introduction

Teachers’ plays an important role in our everyday life especially to us students for they are
one of the magnificent creatures given to us by god to help us develop our self-esteem, skills
and most efficiently the good moral that fills our humanity. Teaching is self-sacrificing
profession but full of excitement. However, teaching continuously upgraded and modified to
meet the individual needs of the learners and at the same time keep abreast to the modern world
(Anabelle V. Valdez,2018).
Teachers’ self-efficacy is competence and adaptability in dealing with day-to-day problems of
all sorts like stress,physical and mental fatigue,and pressures in school( Ma.Gloria E. Liquido
and Fritzie B. Mendez,2018).Some factors influencing teachers’ performance are the satisfaction
on their salary because these are sometimes one of the things that motivates them to share their
knowledge to build the students structure of ideas that they can apply on the activities and tasks
given to them, in this way the teachers can also fulfill their responsibility and duty with no doubt
in their life.
Teaching is not a very easy thing to do because it takes a lot of patience and hardworks just to
sustain the consistence of temptation in teaching and sharing the ideas about the subject lessons
to the students including the stock of knowledge that the teachers has.Many students does’nt
realize try their best to execute properly their teaching skills just to input knowledge in their
head.If no one notices the teachers efforts then it is very unfair to them to always give their best
at all times just to perform their duty and responsibility to the students.The factors creating
negative feedback to the teachers are also one of the things that struggles them a lot like for
example the too much appointments and paperworks that gets tangled because of the short
period of time that they have,the unappropiate behaviors of the students that triggers the teachers
to unleash the beast that happens most of time insidea classroom and the favouritism in the
school administrations that decreases trhe teachers confidence and motivation to themselves that
are rarely toxic that happens most of the schools;now these things are not very helpful to the
teachers performance for it affetcs all of the areas of the body wether its physical or mental.
Anything can be a factor that can definitely affect the teachers performance either its positive
or negative but if there will be a chance to always have the positive side then the results will be
as great wall of china.There are still many corresponding actions that could create a better status
of performance that could effectively help the teachers to maintain or balance their level of
teaching style;for example the continuous commitment to their job and the strong mindset that
would push themselves to their unlimited power of persintence and lastly the avoidance of
doubting the plan of god to their life.Once these things are in the right places then there would be
a great impact to the teachers performance as a daily rountine or maybe can turn into a
lifestyle.Many intelligent people have already studied about the teachers teaching style, how they
perform, how they make themselves as a rolemodel to the students and the things that makes
them busy,and yet all of this can really be a good and reliable datas’ that would push other
people to keep on making research about teachers,our beloved ones.The importance of this study
entitled “Factors influencing teachers”school performance’is educating everyone about the
things or reasons that affects the performance of every teacher in the world excerting all the
efforts in teaching the students in school,for there are some people that criticizes immediately the
teaachers without knowing the concerns that the explanation that he/she wants to express.
The researchers have found out that there are many factors that can really affect the teachers
school performance and this includes the negative ones like the overloaded paperworks given to
them by their higher officials and in additional the hard-headedness of the students that adds the
intensity of stress of the teachers;some are also affected because of the family problems or
sometimes the family itself is the problem,for some of our relatives or our parents to be
exact,sometimes they are the one who degrades us and becomes unappreciative when it comes to
efforts excerted whole heartedly by you.
The researchers had theorized the possible solution about the problems encountered by the
teachers,for example like consulting a psychologist or maybe asking for help or attention to a co-
teachers or it can also be a friend,and most importantly the power of praying to god.
The reseachers conducted this study to full in the curiosity about what the teaachers face or
encounter in their everyday life or the problems that affects them physically,mentaly and
emotionaly and this shows the reseachers concern(s) to our beloved teachers.
 1. Explain competently the concept of each of the different physical science subjects in the
senior high schools under the K-12 Program in the Philippines.
The standard for physical science describe the subject matter of science using three widely
accepted division of the domain of science. Subject matter focuses on the science facts, concepts,
principles, theories and models that are important for all students to know, understand and use. It
also describes linkages among student learning, teaching and classroom situations.
2. Identify the least-learned competencies and discuss the interactive and employable
strategies and activities that will help develop the full potentials of the learners in the
following physical science subject.
Science Area Least-learned Competency Strategy and Activities
Biological Science Demonstrate understanding of the
Mendelian Principles of Heredity
Geology
Environmental
Science
Earth Science

3. Explain the conceptual framework of the teaching of physical science subjects which
include goals, standards, teaching approaches and methods.
Many recent calls for improvements in K-12 science education have focused on the
need for science and engineering professionals to keep the Philippines competitive in the
international arena. Although there is little doubt that this need is genuine, a compelling
case can also be made that understanding science and engineering, now more than ever, is
essential for every Filipino citizen. Science, engineering, and the technologies they
influence permeate every aspect of modern life. Indeed, some knowledge of science and
engineering is required to engage with the major public policy issues of today as well as to
make informed everyday decisions, such as selecting among alternative medical treatments
or determining how to invest public funds for water supply options. In addition,
understanding science and the extraordinary insights it has produced can be meaningful
and relevant on a personal level, opening new worlds to explore and offering lifelong
opportunities for enriching people’s lives. In these contexts, learning science is important
for everyone, even those who eventually choose careers in fields other than science or
engineering.

The conceptual framework articulates the committee’s vision of the scope and
nature of the education in science, engineering, and technology needed for the 21st century.
It is intended as a guide to the next step, which is the process of developing standards for
all students. Thus it describes the major practices, crosscutting concepts, and disciplinary
core ideas that all students should be familiar with by the end of high school, and it provides
an outline of how these practices, concepts, and ideas should be developed across the grade
levels. Engineering and technology are featured alongside the physical sciences, life
sciences, and earth and space sciences for two critical reasons: to reflect the importance of
understanding the human-built world and to recognize the value of better integrating the
teaching and learning of science, engineering, and technology.
By framework we mean a broad description of the content and sequence of learning
expected of all students by the completion of high school—but not at the level of detail of
 grade-by-grade standards or, at the high school level, course descriptions and standards.
Instead, as this document lays out, the framework is intended as a guide to standards
developers as well as for curriculum designers, assessment developers, state and district
science administrators, professionals responsible for science teacher education, and science
educators working in informal settings.
There are two primary reasons why a new framework is needed at this time. One is
that it has been 15 or more years since the last comparable effort at the national scale, and
new understandings both in science and in teaching and learning science have developed
over that time. The second is the opportunity provided by a movement of multiple states to
adopt common standards in mathematics and in language arts, which has prompted interest
in comparable documents for science. This framework is the first part of a two-stage
process to produce a next-generation set of science standards for voluntary adoption by
states. The second step—the development of a set of standards based on this framework—
is a state-led effort coordinated by Achieve, Inc., involving multiple opportunities for input
from the states’ science educators, including teachers, and the public.

4. As would – be supervisor, suggest ways by which the teaching of physical science

subjects in the secondary schools may be improved. Make a sample strategic plan.

Professional development for teachers of science requires learning essential

science content through the perspectives and methods of inquiry. Science learning
experiences for teachers must.

 Involve teachers in actively investigating phenomena that can be studied scientifically,

interpreting results, and making sense of findings consistent with currently accepted
scientific understanding.
 Address issues, events, problems, or topics significant in science and of interest to
participants.
 Introduce teachers to scientific literature, media, and technological resources that expand
their science knowledge and their ability to access further knowledge.
 Build on the teacher's current science understanding, ability, and attitudes.
 Incorporate ongoing reflection on the process and outcomes of understanding science
through inquiry.
 Encourage and support teachers in efforts to collaborate.