Abstract
This study investigated the difficulties teachers face in teaching science, during the School Year 2024–2025 in a large-sized division in Central Visayas, Philippines. Using a descriptive research design, the study involved forty-five (45) science teachers who served as respondents. Data were gathered through a researcher-made survey questionnaire, which was validated using the criteria of Carter V. Good and Douglas E. Scates and tested for reliability through Cronbach’s Alpha with thirty (30) teachers from District 1 who were not included in the actual study. Descriptive and comparative statistical tools, including frequency, percentage, mean, and the Mann–Whitney U test, were employed in data analysis. Results revealed that teachers experienced significant difficulty in teaching science, particularly in pedagogical content knowledge, physical infrastructure, and access to training. These difficulties were consistent across age groups, educational attainment, and years of service. However, a significant difference was found in training-related difficulties when teachers were grouped according to length of service, indicating that novice teachers lacked access and confidence in pursuing specialized training. In contrast, more experienced teachers struggled to keep pace with emerging trends and innovations in science education. The findings underscore the need for targeted, differentiated professional development programs, improved science facilities, and a mentoring system to support novice and experienced teachers alike. Based on the results, an action plan was proposed to enhance teachers’ competence and effectiveness in science instruction, ultimately improving student learning outcomes.
Keywords: Teaching difficulties, science education, pedagogical content knowledge, professional development, science teachers, action plan