Teaching strategies and teaching performance of elementary teachers

Abstract

The thesis is entitled Teaching strategies and teaching performance of elementary teachers in Peñpaplata Central Elementary School, District II, IGACOS was conducted to determine the level of teaching strategies and teaching performance of teachers in Peñaplata Central Elementary School. The study was accomplished with the participation of thirty one (31) teachers in Peñaplata Central Elementary School and were considered as the respondents of the study. Out of thirty one, four (4) of them were male and twenty seven (27) were female. A descriptive-correlation type of research design was employed in this study. It is a method designed to determine if the two or more variables are associated with each other. Both the descriptive and correlation method are non experimental approaches to research. No attempt to manipulate or control or interfere with the variables. Descriptive method measures a variable(s) as they exist naturally and the goal is to describe the variable(s). While correlation method measures two or more variables as they exist naturally and the goal is to establish that a relationship exist between variables. Based on the data gathered, the researchers found that, first, the level of teaching strategies of teachers in Peñaplata Central Elementary School in terms of active learning, cooperative learning, experimental learning, problem based learning and team-based learning has an overall mean of 4.46 verbally described as very high. This means that all teaching strategies used by the teachers were excellent. Second, the level of teaching performance of teachers in Peñaplata Central Elementary School has an overall mean of 8.56 with a descriptive rating of very satisfactory. This means that the performance is very good and well-evident in terms of posing questions, providing explanations, giving directions, showing approval, engaging in the myriad instructional acts that a teacher performs in the classroom. Third, there is no significant difference in the level of teaching performance of teachers in Peñaplata Central Elementary School when analyzed according to gender. This signified that male and female teachers are similar in their level of teaching performance based on instructional competence, professional and personal characteristics, punctuality and attendance. But there is no significant difference in the level of teaching performance of teachers in Peñaplata Central Elementary School when analyzed according to age. This implied that teachers with age groups of 26 to 37 years old, 38 to 49 years old and 50 to 61 years old do not differ on their level of teaching performance based on instructional competence, professional and personal characteristics, punctuality and attendance. Fourth, it signified that the level of teachers' teaching strategies in general does not significantly relate to the level of teaching performance. This result further implied that there are other factors that affect teaching performance and not only the teaching strategies of teachers in Peñaplata Central Elementary School, District II, IGACOS. in the light of the aforementioned findings of this study, the researchers vastly recommend first, educators should implement more programs which aim in giving progress and development to the teaching performance of the elementary teachers. Second, schools would do better in providing quality education by practicing the proper monitoring on the teaching performance of the elementary teachers in giving the quality learning needed by the learners. Third, classroom teachers may improve more and better their approaches, methodologies and strategies that will make up every subject enjoyable and interesting for the learners. They can also perform better in their teaching performance by improving more their instructional competence, professional and personal characteristics and punctuality and attendance. And, effectiveness of the individual classroom teacher must be practices in the teaching-learning process that is considered as the biggest factor affecting the learner's academic growth. The important role to play in motivating the students to learn are the teachers. Fourth, pupils are necessary to be motivated, interested and attentive in every subject in order for them to achieve their needed learning so teachers must innovate strategies that can be recommended for each program to be implemented and make their performance at their best for the aim of quality education.