Assessment of science laboratory resources and teachers’ laboratory skills: Basis for a training program

This study developed a training program for science teachers using a developmental research design guided by the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). A quantitative approach was applied to assess laboratory resources, evaluate teachers’ laboratory competencies, and inform program design. Findings showed that most participants were female, aged 26–35, and held at least a bachelor’s degree in General or Biological Science. Laboratory resources and their use were generally rated as average, with notable shortages in chemicals, reagents, and physical science equipment. Teachers demonstrated moderate to high proficiency in laboratory skills and safety practices, though some areas required improvement. Based on these needs, a training program was designed, validated by experts, and implemented, showing effectiveness in addressing identified gaps. The study highlights the importance of continuous professional development through targeted training and workshops to enhance laboratory competence and ensure safe and effective science teaching.