Abstract

As Thailand implements a nationwide competency-based curriculum, the prevalence of out-of-field science teachers in small schools presents a critical challenge to instructional quality. This exploratory study investigates the science competency profiles of 50 out-of-field teachers in Chaiyaphum Province, employing a post-training self-assessment framework to evaluate their self-perceived proficiency levels. Findings indicate an overall competency level in the high range (M = 4.02). A clear pattern emerged: participants demonstrated strong theoretical understanding, particularly in identifying scientific problems (M = 4.58), yet returned consistently lower ratings on practical pedagogical skills. The lowest ratings were recorded in conducting scientific experiments and in explaining the societal applicability of scientific knowledge (both M = 3.38), followed by evaluating methods of scientific investigation (M = 3.42) and designing activities to address student misconceptions (M = 3.44). These results highlight a persistent disconnect between theoretical knowledge and its classroom application. As a post-training snapshot without a baseline or comparison group, this study does not evaluate the effectiveness of any professional development program; rather, it documents the competency profile that remains and the areas where support may still be needed. Future support models should extend beyond content mastery to prioritize experiential, practice-based learning and the enhancement of teachers' self-efficacy in science education.

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