Teachers’ Level of Efficiency and the Challenges of Inquiry-Based Teaching in Science: Basis for Teachers’ Training Program

This study assessed the efficiency of Grades 4–6 Science teachers and the challenges they faced in implementing inquiry-based teaching in coastal schools in the District of Orion during the 2024–2025 school year. Utilizing a descriptive-correlational research design, it examined teachers’ profiles, perceived challenges, and effectiveness in inquiry-based instruction among 24 respondents, including Science teachers and school heads. Findings revealed that teacher efficiency was influenced by self-discipline, critical thinking, problem-solving, and learner engagement. Challenges included the adequacy and usability of curriculum materials and the need for pedagogical support. A strong positive correlation (𝑟=0.680, 𝑝<0.001) was found between teachers’ efficiency and the challenges faced, suggesting more effective teachers managed difficulties better. The study recommends comprehensive training to enhance teachers’ skills in inquiry-based teaching and suggests future longitudinal research to evaluate long-term impacts on teacher effectiveness and student achievement.