Abstract:
In the school year 2022-2023, this study examined the effects of teachers' professional identities and collegiality on students' learning outcomes in science in secondary schools in San Luis, Pampanga. Explanatory sequential mixed methods was the research design, and 45 Science teachers participated in the study. The results showed that the Science teachers believed that collegiality was very true in their respective schools when it came to demonstrating mutual support and trust, joint planning and assessment, sharing ideas and expertise, teaching one another, and sharing resources. Similar to how they described their teaching identities, these educators believed that their professional development, socialization, career advancement, and competency were all very true of them. The secondary public school pupils' learning outcomes in science were deemed to be "satisfactory."According to the study's findings, the following conclusions were made: There is a substantial correlation between the students' learning outcomes in science and the collegiality and professional identity of the public secondary Science instructors. Additionally, the collegiality and professional identity of science teachers benefit students' education in science.
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