V3I2P40

Inquiry-Based Learning Competence of Junior High School Physics Teachers in Relation to Professional Teaching Standards

Maden Robie Jane C. Crisostomo^1*, Rhea M. Cabrera², Marc Paul T. Calzada³

Abstract

This study examined the competence of Junior High School Physics Teachers in implementing Inquiry-based Learning (IBL) in relation to selected profile variables. Using a descriptive-correlational research design, data were collected through a validated survey questionnaire measuring seven core indicators of IBL competence aligned with the Philippines Professional Standards for Teachers (PPST). Statistical analysis indicates that among the profile variables, the number of IBL-related trainings attended revealed the strongest association with overall IBL competence. Highest educational attainment and teaching position showed moderate relationships, while years of teaching experience and age exhibit minimal influence. Sex was found to have no relation with IBL competence.

The findings highlight that targeted professional development plays a critical role in strengthening teachers’ ability to implement inquiry-based pedagogies in Physics. While academic qualifications and professional roles has an effect to instructional competence, structured and sustained training programs specific to IBL appear to be the most significant factor. These results emphasized the importance of investing in continuous, content-focused professional development initiatives to support effective inquiry-based instruction and enhance the quality of science education in the country.

Keywords:

Inquiry-Based Learning; Teacher Competence, Professional Development; Physics Education; Teaching Standards