Teachers’ Perceptions Toward Science and Their Implications for Effective Science Teaching in Montalban

This study examined teachers’ perceptions of science and their implications for effective science teaching in selected public elementary schools in the Nagtipunan District during the School Year 2018–2019. Specifically, it determined the profile of the respondents and assessed their perceptions regarding the objectives of teaching science, science teaching practices, instructional methods and strategies, science learning, students’ attitudes toward science, gender comparisons in science classes, and perceptions of science as meaningful work and its societal role. The study employed a descriptive survey research design involving twenty-nine (29) Grade 4 to Grade 6 teachers selected through total enumeration sampling. Data were gathered using a structured questionnaire and analyzed using frequency counts, percentages, and weighted means. The findings revealed that the respondents generally held positive perceptions toward science and science teaching, with an overall grand mean of 3.58, interpreted as agree. Teachers perceived the objectives of science teaching as realized, frequently utilized various instructional methods and strategies, and viewed science as meaningful and relevant to their everyday lives. They also demonstrated positive perceptions of science learning and students, particularly regarding gender equity, indicating that male and female learners possess similar capabilities and interests in science. However, the results highlighted the need for continuous professional development to strengthen teachers’ content knowledge, pedagogical competence, and participation in advanced training. Based on the findings, an enhanced approach to science teaching was proposed, emphasizing continuous professional development, inquiry-based and learner-centred instruction, technology integration, and gender-responsive teaching practices. These initiatives may contribute to improving the quality of science instruction, increasing student engagement, and enhancing learning outcomes in elementary science education.