Engagement in the Lesson Study and Competence of Science Teachers: Basis for Contextualized Lesson Study Model

Robert John De La Cruz (University of Perpetual Help System Dalta)
Arlene A. Justo (University of Perpetual Help System Dalta)

Formosa Journal of Science and Technology (FJST)
Vol. 4 No. 4 (2025): April 2025

This study examined the impact of Lesson Study on the teaching competencies of science teachers and the challenges they encountered during its phases, with the aim of developing a contextualized Lesson Study model. Using a quantitative descriptive design, 15 in-service Junior High School science teachers in Rizal were observed before and after engaging in Lesson Study, and their teaching competence was evaluated using a validated classroom rating tool. A survey was followed and measured their engagement and identified challenges. Data were gathered over a month and analyzed using descriptive and inferential statistics. Results showed enhanced competencies and high engagement, with some implementation challenges as inputs to the proposed model. Findings offer insights for improving science instruction through collaborative professional development.