Abstract
This study examined the extent of compliance and level of commitment of teachers in teaching Science in Southern Negros under the Negros Occidental Division, Philippines, during the School Year 2023–2024. Employing a descriptive research design, the study involved 285 Science teachers as respondents and utilized a researcher-made survey questionnaire. The instrument was validated using the criteria of Carter V. Good and Douglas E. Scates, and reliability testing was conducted among 30 teachers in the Canlaon City Division using Cronbach’s Alpha. Data were analyzed using descriptive and comparative statistical methods, including frequency counts, percentages, means, the Mann–Whitney U test, and Spearman’s rho. Results revealed that teachers demonstrated high compliance with science teaching standards and a strong commitment to instructional practices, including the use of appropriate pedagogical approaches and assessment strategies. Furthermore, teachers’ demographic characteristics were found to significantly influence their levels of compliance and commitment in science instruction. The study concludes that Science teachers exhibit strong adherence to standards and dedication to effective teaching practices. Based on the findings, an intervention plan focusing on professional development and institutional support is recommended to further strengthen compliance and commitment in science teaching.
Keywords: Teacher compliance; teacher commitment; science education; professional development; instructional support