Understanding the Dynamics of Triarchic Intelligences and Instructors Competence in the Landscape of Science Education: A Psychological Approach

Abstract

Understanding the role of instructional leaders in the landscape of science education in any higher education institution becomes an avenue for a procreating development. In fact, dynamic in the teaching-learning process is highly appreciated when competence, empathy, and intelligence are intertwined. Using a descriptive-correlational research design, there were several facts revealed relative to triarchic intelligence and instructors’ competence.

As emphasized, there was a 0.537 of r-value and 0.012 p-value to pacify the implication which stated that the triarchic intelligence and instructors’ competence manifested a relationship. The competence of college faculty handling science-related courses is affected by its capacity either in an analytic, creative or practical perspective. Another salient point in this endeavor was that there was a 0.93 of f-value and 0.569 p-value in determining the variance of the responses from 4 different academic programs at Santo Tomas College of Agriculture Sciences and Technology.

Lastly, it was noted that the competence of the instructors in 4 programs in the college did not vary. Faculty members in the school have manifested knowledge, pedagogical skills, management, and traits toward work in a similar norm.