ABSTRACT
This study examined the effect of Collaborative Expertise Sessions (CES) on the instructional competency of science teachers in East Secondary Cluster 1, Division of Lipa City, during the 2025–2026 school year. It specifically explored teachers’ demographic profiles, perceived effects of CES on instructional practices, challenges encountered during sessions, differences in CES impact according to teacher profiles, and associations between teacher characteristics and instructional gains.
A descriptive-correlational research design was employed. The study population consisted of thirty-three (33) science teachers teaching Grades 7 to 12. Data were collected using a structured survey questionnaire comprising three sections: demographic profile, perceived effects of CES on instructional competency across five domains (content knowledge, instructional preparation, teaching strategy, classroom management, and assessment), and challenges faced during sessions. Responses were measured using a 4-point Likert scale. The instrument underwent content validation by experts and pilot testing to ensure reliability (Cronbach’s alpha ≥ 0.80). Descriptive statistics summarized demographic profiles, perceived effects, and challenges, while inferential statistics and correlation analyses assessed associations and differences across demographic groups.
Findings revealed that majority of respondents were female (78.8%), aged 30–39 years (42.4%), with 6–10 years of teaching experience (39.4%), holding mid- to higher-level positions (54.5% Teacher III), and possessing graduate-level education (54.5% with MA units). Science teachers strongly perceived CES as enhancing content knowledge (3.62), instructional preparation (3.54), teaching strategies (3.55), and classroom management (3.50), while assessment practices were positively affected (3.49). Time (3.46) and workload (3.11) were the most significant challenges, whereas administrative support (2.01) and resources (1.94) posed occasional difficulties. Large effect sizes were observed for age, years in service, position, and educational attainment (.558–.649), while sex had a smaller effect (.463). Strong associations were identified between CES impact and teacher profiles, indicating that professional experience, qualifications, and demographic factors influenced instructional gains.
Generally, CES effectively enhanced science teachers’ instructional competency, particularly among more experienced and higher-qualified educators. Addressing challenges related to time, workload, administrative support, and resources is recommended to further optimize participation and instructional outcomes. The study underscores the value of CES in professional development programs and supports strategic planning to maximize its effectiveness.
Keywords: collaborative expertise sessions, instructional competency, science teachers, professional development, teacher profile, challenges in teaching