Emotion and Motivation, Self-Regulation, and Views on the Nature of Science (Nos) as Factors of Teaching Competence among Science Teachers
DOI:
https://doi.org/10.69569/jip.2025.553Keywords:
Self-regulation, Nature of Science, Teaching competenceAbstract
Teaching competence has a direct impact on student learning outcomes. It ensures excellent education by enabling teachers to manage classrooms, adapt to various learners, deliver curricula, and ultimately support students’ academic and personal growth. The primary purpose of this study is to determine whether self-regulation and views on the nature of science are factors of teaching competence among Science Teachers. Despite the increasing acknowledgment of the significance of emotion, motivation, self-regulation, and views on the nature of science, disparities exist in how much these are factors of teaching competence among science teachers. Three hundred participants in the study are science teachers in secondary public schools in Cateel (Districts 1 and 2), Baganga, and Boston, all of which fall under the purview of Davao Oriental. This study utilized a quantitative non-experimental research design using a correlational technique. The results showed that self-regulation is often demonstrated: the nature of science is consistently presented, and teaching competence among science teachers is consistently shown in their science classes. Specifically, the relationships between self-regulation and teaching competence, as well as the nature of science and teaching competence, were found to be significant. However, both self-regulation and the nature of science could be substantial factors in teaching competence among science teachers. As a result, it is recommended that teachers must make a significant effort in enhancing and developing the profession to provide excellent education to the learners.
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