The Moderating Role of Teacher Professional Development on the Correlation between Teaching Knowledge and Science Teaching Competence

Abstract

Poor science teaching competence is a problem in education. The effect of teacher professional development as moderator on the correlation between teaching knowledge and science teaching competence was verified. Using predictive research design and analyzing the 158 surveyed data from selected teachers using moderated regression analysis, results revealed teacher professional development, teaching knowledge, and science teaching competence are all significantly correlated. However, the study further demonstrates that there is no significant interaction effect between teaching knowledge and professional development on science teaching competence. Despite this lack of a conditional interaction, the overall model confirms a significant moderation by teachers’ professional development on the relationship between teaching knowledge and science teaching competence. Future studies may explore additional variables to explain the remaining 32% variance in the strength of the moderation. Finally, educational leaders may implement and strengthen programs that enhance the teaching knowledge and science teaching competence