Teacher’s Profile And Perceived Challenges In Teaching Special Program In Science
Marjorie I. Apa, Mary Grace Y. Chua, Angeline Q. Abadiano, Maria Emilyn A. Inoc, Jillmark A.Leoligao, Gladys S. Manigos, Erica S. Sacil
Student Research · 2025
Bachelor of Elementary Education
Teacher’s Profile and Perceived Challenges in teaching Science Class Marjorie I. Apa, Mary Grace Y. Chua, Angeline Q. Abadiano, Maria Emilyn A. Inoc, Jillmark A Leoligao, Gladys S. Manigos, Erica S. Sacil. Cordova Public College apamarjorie.cte.cpc@gmail.com The Special Program in Science (SPS) offers advanced STEM education, requiring skilled and well-supported teachers. This study explored the perceived challenges in handling SPS at Babag 1 Elementary School in the 2024-2025 school year. Using a case study with qualitative methods, data were collected from 15 SPS teachers through surveys. Findings reveal that teachers improve instructional practices through ongoing professional development, peer collaboration, and the integration of technology. These strategies enhance motivation, support effective delivery of instruction, and inform assessment and monitoring efforts. However, challenges such as limited access to mentorship, inadequate resources, and weak monitoring systems hinder sustained improvement. The study emphasizes the need for structured coaching and mentorship to guide instructional delivery and motivate teachers. It recommends that schools and policymakers invest in robust professional development, targeted coaching programs, and enhanced technological tools to support effective teaching, improve assessment and monitoring, and ultimately boost student outcomes.
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