Case Study of Scholar Graduates' Competencies and Challenges in Teaching Life Sciences in Ilocos Norte
Main Article Content
Keywords
Challenges, Competencies, Life Sciences, PPST Domains, RA 10612 Scholar Graduates
Abstract
This descriptive case study aimed to examine the perceived and manifested competencies of RA 10612 scholar graduates in Ilocos Norte, the challenges they encountered, and implications for teaching life sciences. Using purposive sampling, data were gathered through interviews and focus group discussions guided by the Philippine Professional Standards for Teachers (PPST), complemented by Results-Based Performance Management System (RPMS) portfolios and Individual Performance Commitment and Review Form (IPCRF). Innovative triangulation strengthened the credibility of findings. Thematic analysis showed that the scholar graduates demonstrated strong teaching competencies, as reflected in portfolios and corroborated by immediate heads, peers, and students. However, they also faced challenges that constrained teaching effectiveness and professional growth, suggesting a gap between training preparation and classroom demands. Despite a small, localized sample, these findings underscore the need for targeted professional development, mentoring, and stronger support systems, with practical implications for enhancing teacher preparation, instructional practice, and professional development.
References
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Arefian, M. H. (2022). 'Reflections facilitate emotions and emotions filter reflections': Beginning teachers' perceptions of affective reflective practices. Reflective Practice, 24(1), 59-70. https://doi.org/10.1080/14623943.2022.2136647
Baker, S., Irwin, E., Hamilton, E., & Birman, H. (2020). What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study. Research Papers in Education, 37(3), 321–343. https://doi.org/10.1080/02671522.2020.1849369
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological 295x.84.2.191 Review, 84(2), 191–215. https://doi.org/10.1037/0033
Bastian, A., & Widodo, W. (2024). Evoking teacher's professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital. Cogent Education, 11(1). https://doi.org/10.1080/23 31186x.2024.2418786
Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches (2nd ed.). SAGE Publications. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chidlow, S., Blyth, C., Coney, K., Boyd, V., & McCabe, P. (2025). Lessons from a pandemic: How can we use disabled students experiences of online learning to develop more inclusive models of teaching? International Journal of Inclusive Education, 30(7), 1658-1679. https://doi.org/10.1080/13603116.2025.2551754
Clark, S. K., & Andreasen, L. (2020). Exploring elementary teacher self-efficacy and teacher beliefs: Are we preparing teachers to teach culturally diverse students? Asia-Pacific Journal of Teacher Education, 49(1), 128-142. https://doi.org/10.108 0/1359866x.2020.1777528
Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60-71. https://doi.org/10.1080/01626620.2019.1704464
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 042, s. 2017). https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Department of Science and Technology - Science Education Institute. (2020). Tracer study of 2018-2019 DOST-SEI undergraduate scholar graduates. https://pblcbucket. science-scholarships.ph/files/pub_tracer-study-report-2018-2019.pdf.
EDCOM II Communications. (2025, May 25). Hiring of 10k non-teaching positions a step in the right direction - Sen. Joel Villanueva. https://edcom2.gov.ph/hiring-of-10knon-teaching-positions-a-step-in-the-right-direction-sen-joel-villanueva/
Ekornes, S., & Bele, I. V. (2021). Teachers’ perceived efficacy in parental collaboration when students exhibit internalizing or externalizing behaviour—perspectives from a Norwegian context. Scandinavian Journal of Educational Research, 66(3), 382395. https://doi.org/10.1080/00313831.2020.1869083
Göncü, A., & Main, C. (2023). Early childhood teacher narratives on constructivism. Mind, Culture, and Activity, 30(1), 42-56. https://doi.org/10.1080/10749039.2023.2228295
Gunersel, A. B., Mason, B. A., Wills, H. P., Caldarella, P., Williams, L., & Henley, V. M. (2023). Effective classroom management in middle level schools: A qualitative study of teacher perceptions. RMLE Online, 46(8), 1-13. https://doi.org/10.1080/19404476.2023.2252714
Jiang, X., Jiao, R., Lu, D., Li, F., Yin, H., & Lin, X. (2023). A challenging transition: Factors influencing the effort-reward imbalance and coping strategies of beginning teachers in China. Psychology Research and Behavior Management, 16, 2709-2719. https://doi.org/10.2147/prbm.s419822
Keiler, L. S., Diotti, R., Hudon, K., & Ransom, J. C. (2020). The role of feedback in teacher mentoring: How coaches, peers, and students affect teacher change. Mentoring & Tutoring: Partnership in Learning, 28(2), 126-155. https://doi.org/10.1080/13611267.2020.1749345
Keller-Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: Teacher perceptions at different stages of career. Journal of Education for Teaching: International Research and Pedagogy, 46(1), 36-54. https://doi.org/10.1080/02607476.2019.1708626
Lakew, B. M., Filatie, A. Y., & Chanie, B. S. (2025). Exploring innovative pedagogical approaches: Primary school EFL teachers' utilization of teaching strategies. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2510030
Lavrenteva, E., & Orland-Barak, L. (2020). Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity. Research Papers in Education, 37(5), 633-666. https://doi.org/10.1080/02671522.2020.1864763
Luesse, H. B., Luesse, J. E., Lawson, J., Camp, M. J., & Diaz, K. G. (2022). The academy for teachers professional development program: A model to support teacher retention. Cogent Education, 9(1). https://doi.org/10.1080/233118 6x.2022.2140540
Ma, K., Cavanagh, M., & Mcmaugh, A. (2022). Sources of pre-service teacher selfefficacy: A longitudinal qualitative inquiry. Asia Pacific Journal of Education, 45(2), 463-478. https://doi.org/10.1080/02188791.2022.2136140
Mendizábal, P. G. (2024). Teaching con cariño: Teacher agency and teacher-student relationships in a dual language classroom. Journal of Latinos and Education, 24(1), 62-75. https://doi.org/10.1080/15348431.2024.2357570
National Academy of Education. (2025). Evaluating and improving teacher preparation programs: Executive summary. (K. M. Zeichner, L. Darling-Hammond, A. I. Berman, D. Dong, & G. Sykes, Eds.) https://naeducation.org/wp-content/ uploads/2025/02/Evaluating-and-Improving-Teacher-Preparation-ProgramsExecutive-Summary-FINAL.pdf
Nguyen, T. D. (2025). The supply and quality of STEM teachers. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04648-8
Paramita, P. P., Sharma, U., Anderson, A., & Laletas, S. (2024). Factors influencing Indonesian teachers' use of proactive classroom management strategies. International Journal of Inclusive Education, 28(1), 38-56. https://doi.org/10.108 0/13603116.2021.1916107
Philippine Social Science Council. (2023). Evaluation study of the implementation of RA 10612. https://pssc.org.ph/wp-content/uploads/2023/07/RA-10612-Final-ReportFINAL-for-UPLOAD-2023-06-19.pdf
Pressley, T. (2023). Changes in first-year teacher self-efficacy during COVID-19. The Teacher Educator, 59(3), 345-360. https://doi.org/10.1080/08878730.2023.2289 876
Prieto-Velasco, J. A., & Hermán-Carvajal, A. (2025). Matching learning outcomes and assessment criteria in a rubric-based evaluation of a scientific translation course: A meta-assessment study. Interpreter and Translator Trainer, 19(2), 197-217. https://doi.org/10.1080/1750399x.2025.2491215
Republic Act No. 10612. (2013). Fast-Tracked S&T Scholarship Act of 2013. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/58857
Semilarski, H., Soobard, R., Holbrook, J., & Rannikmäe, M. (2022). Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science. International Journal of STEM Education, 9(1), 57. https://doi.org/10.1186/s40594-022-00374-8
Thomas, L., Rienties, B., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2020). Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes. Research Papers in Education, 36(5), 611-636. https://doi.org/10.1080/02671522.2020.1736614
Tomlinson, E. J., Schoch, M., Lakshman, R., McDonall, J., & McTier, L. (2025). Students’ perceptions of assessment feedback in an undergraduate nursing and midwifery subject: A mixed-methods study. Contemporary Nurse, 61(2), 127-143. https://doi.org/10.1080/10376178.2025.2449964
United Nations Educational, Scientific and Cultural Organization, & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. https://teachertaskforce.org/sites/default/files/2025-12/388832eng.pdf
Villarroel, V., Bruna, D., Bruna, C., Brown, G., & Boud, D. (2024). Authentic assessment training for university teachers. Assessment in Education: Principles, Policy and Practice, 31(2), 116-134. https://doi.org/10.1080/0969594x.2024.2350395
Widagsa, R., Senom, F., & Hutagalung, F. D. (2025). Teaching out-of-field: Exploring the non-specialist English language teachers' knowledge base and practices. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2514914
Yang, Y., & Rao, N. (2020). Teacher professional development among preschool teachers in rural China. Journal of Early Childhood Teacher Education, 42(3), 219-244. https://doi.org/10.1080/10901027.2020.1726844
Yu, H. M., Lee, H., & Kim, S. H. (2025). Integrating ChatGPT in teacher education: Examining early childhood and elementary pre-service teachers’ experiences in AI-assisted math lesson planning. Journal of Research in Childhood Education, 40(1), 67-89. https://doi.org/10.1080/02568543.2025.2579668
Arefian, M. H. (2022). 'Reflections facilitate emotions and emotions filter reflections': Beginning teachers' perceptions of affective reflective practices. Reflective Practice, 24(1), 59-70. https://doi.org/10.1080/14623943.2022.2136647
Baker, S., Irwin, E., Hamilton, E., & Birman, H. (2020). What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study. Research Papers in Education, 37(3), 321–343. https://doi.org/10.1080/02671522.2020.1849369
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological 295x.84.2.191 Review, 84(2), 191–215. https://doi.org/10.1037/0033
Bastian, A., & Widodo, W. (2024). Evoking teacher's professional commitment: Exploring interpersonal communication in transmitting emotional intelligence and psychological capital. Cogent Education, 11(1). https://doi.org/10.1080/23 31186x.2024.2418786
Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches (2nd ed.). SAGE Publications. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chidlow, S., Blyth, C., Coney, K., Boyd, V., & McCabe, P. (2025). Lessons from a pandemic: How can we use disabled students experiences of online learning to develop more inclusive models of teaching? International Journal of Inclusive Education, 30(7), 1658-1679. https://doi.org/10.1080/13603116.2025.2551754
Clark, S. K., & Andreasen, L. (2020). Exploring elementary teacher self-efficacy and teacher beliefs: Are we preparing teachers to teach culturally diverse students? Asia-Pacific Journal of Teacher Education, 49(1), 128-142. https://doi.org/10.108 0/1359866x.2020.1777528
Darling-Hammond, L. (2020). Accountability in teacher education. Action in Teacher Education, 42(1), 60-71. https://doi.org/10.1080/01626620.2019.1704464
Department of Education. (2017). National adoption and implementation of the Philippine Professional Standards for Teachers (DepEd Order No. 042, s. 2017). https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
Department of Science and Technology - Science Education Institute. (2020). Tracer study of 2018-2019 DOST-SEI undergraduate scholar graduates. https://pblcbucket. science-scholarships.ph/files/pub_tracer-study-report-2018-2019.pdf.
EDCOM II Communications. (2025, May 25). Hiring of 10k non-teaching positions a step in the right direction - Sen. Joel Villanueva. https://edcom2.gov.ph/hiring-of-10knon-teaching-positions-a-step-in-the-right-direction-sen-joel-villanueva/
Ekornes, S., & Bele, I. V. (2021). Teachers’ perceived efficacy in parental collaboration when students exhibit internalizing or externalizing behaviour—perspectives from a Norwegian context. Scandinavian Journal of Educational Research, 66(3), 382395. https://doi.org/10.1080/00313831.2020.1869083
Göncü, A., & Main, C. (2023). Early childhood teacher narratives on constructivism. Mind, Culture, and Activity, 30(1), 42-56. https://doi.org/10.1080/10749039.2023.2228295
Gunersel, A. B., Mason, B. A., Wills, H. P., Caldarella, P., Williams, L., & Henley, V. M. (2023). Effective classroom management in middle level schools: A qualitative study of teacher perceptions. RMLE Online, 46(8), 1-13. https://doi.org/10.1080/19404476.2023.2252714
Jiang, X., Jiao, R., Lu, D., Li, F., Yin, H., & Lin, X. (2023). A challenging transition: Factors influencing the effort-reward imbalance and coping strategies of beginning teachers in China. Psychology Research and Behavior Management, 16, 2709-2719. https://doi.org/10.2147/prbm.s419822
Keiler, L. S., Diotti, R., Hudon, K., & Ransom, J. C. (2020). The role of feedback in teacher mentoring: How coaches, peers, and students affect teacher change. Mentoring & Tutoring: Partnership in Learning, 28(2), 126-155. https://doi.org/10.1080/13611267.2020.1749345
Keller-Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: Teacher perceptions at different stages of career. Journal of Education for Teaching: International Research and Pedagogy, 46(1), 36-54. https://doi.org/10.1080/02607476.2019.1708626
Lakew, B. M., Filatie, A. Y., & Chanie, B. S. (2025). Exploring innovative pedagogical approaches: Primary school EFL teachers' utilization of teaching strategies. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2510030
Lavrenteva, E., & Orland-Barak, L. (2020). Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity. Research Papers in Education, 37(5), 633-666. https://doi.org/10.1080/02671522.2020.1864763
Luesse, H. B., Luesse, J. E., Lawson, J., Camp, M. J., & Diaz, K. G. (2022). The academy for teachers professional development program: A model to support teacher retention. Cogent Education, 9(1). https://doi.org/10.1080/233118 6x.2022.2140540
Ma, K., Cavanagh, M., & Mcmaugh, A. (2022). Sources of pre-service teacher selfefficacy: A longitudinal qualitative inquiry. Asia Pacific Journal of Education, 45(2), 463-478. https://doi.org/10.1080/02188791.2022.2136140
Mendizábal, P. G. (2024). Teaching con cariño: Teacher agency and teacher-student relationships in a dual language classroom. Journal of Latinos and Education, 24(1), 62-75. https://doi.org/10.1080/15348431.2024.2357570
National Academy of Education. (2025). Evaluating and improving teacher preparation programs: Executive summary. (K. M. Zeichner, L. Darling-Hammond, A. I. Berman, D. Dong, & G. Sykes, Eds.) https://naeducation.org/wp-content/ uploads/2025/02/Evaluating-and-Improving-Teacher-Preparation-ProgramsExecutive-Summary-FINAL.pdf
Nguyen, T. D. (2025). The supply and quality of STEM teachers. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04648-8
Paramita, P. P., Sharma, U., Anderson, A., & Laletas, S. (2024). Factors influencing Indonesian teachers' use of proactive classroom management strategies. International Journal of Inclusive Education, 28(1), 38-56. https://doi.org/10.108 0/13603116.2021.1916107
Philippine Social Science Council. (2023). Evaluation study of the implementation of RA 10612. https://pssc.org.ph/wp-content/uploads/2023/07/RA-10612-Final-ReportFINAL-for-UPLOAD-2023-06-19.pdf
Pressley, T. (2023). Changes in first-year teacher self-efficacy during COVID-19. The Teacher Educator, 59(3), 345-360. https://doi.org/10.1080/08878730.2023.2289 876
Prieto-Velasco, J. A., & Hermán-Carvajal, A. (2025). Matching learning outcomes and assessment criteria in a rubric-based evaluation of a scientific translation course: A meta-assessment study. Interpreter and Translator Trainer, 19(2), 197-217. https://doi.org/10.1080/1750399x.2025.2491215
Republic Act No. 10612. (2013). Fast-Tracked S&T Scholarship Act of 2013. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/58857
Semilarski, H., Soobard, R., Holbrook, J., & Rannikmäe, M. (2022). Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science. International Journal of STEM Education, 9(1), 57. https://doi.org/10.1186/s40594-022-00374-8
Thomas, L., Rienties, B., Tuytens, M., Devos, G., Kelchtermans, G., & Vanderlinde, R. (2020). Unpacking the dynamics of collegial networks in relation to beginning teachers’ job attitudes. Research Papers in Education, 36(5), 611-636. https://doi.org/10.1080/02671522.2020.1736614
Tomlinson, E. J., Schoch, M., Lakshman, R., McDonall, J., & McTier, L. (2025). Students’ perceptions of assessment feedback in an undergraduate nursing and midwifery subject: A mixed-methods study. Contemporary Nurse, 61(2), 127-143. https://doi.org/10.1080/10376178.2025.2449964
United Nations Educational, Scientific and Cultural Organization, & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. https://teachertaskforce.org/sites/default/files/2025-12/388832eng.pdf
Villarroel, V., Bruna, D., Bruna, C., Brown, G., & Boud, D. (2024). Authentic assessment training for university teachers. Assessment in Education: Principles, Policy and Practice, 31(2), 116-134. https://doi.org/10.1080/0969594x.2024.2350395
Widagsa, R., Senom, F., & Hutagalung, F. D. (2025). Teaching out-of-field: Exploring the non-specialist English language teachers' knowledge base and practices. Cogent Education, 12(1). https://doi.org/10.1080/2331186x.2025.2514914
Yang, Y., & Rao, N. (2020). Teacher professional development among preschool teachers in rural China. Journal of Early Childhood Teacher Education, 42(3), 219-244. https://doi.org/10.1080/10901027.2020.1726844
Yu, H. M., Lee, H., & Kim, S. H. (2025). Integrating ChatGPT in teacher education: Examining early childhood and elementary pre-service teachers’ experiences in AI-assisted math lesson planning. Journal of Research in Childhood Education, 40(1), 67-89. https://doi.org/10.1080/02568543.2025.2579668
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Jun 30, 2026
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How to Cite
Soneda, M. (2026). Case Study of Scholar Graduates’ Competencies and Challenges in Teaching Life Sciences in Ilocos Norte. The Normal Lights, 20(1). https://doi.org/10.56278/tnl.v20i1.4064
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Research Article
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