Cognizant and Pedagogical Conveyance of Novice Teachers in Public Elementary Schools

Abstract

This study aimed to examine the significant relationship between cognizant and pedagogical conveyance among novice teachers in public elementary schools. A descriptive-correlational research design was employed, with data collected from 132 teachers in Manay District, Division of Davao Oriental, using standardized questionnaires. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. Findings revealed that both cognizant and pedagogical conveyance were at a very high level. Correlation analysis showed a high and significant positive relationship between the two variables. Moreover, regression analysis indicated that all domains of cognizant—interpersonal, environmental, extended, and isolated significantly influenced pedagogical conveyance, with interpersonal having the strongest impact. Based on these findings, it is recommended that school administrators provide programs that enhance teachers’ cognizant skills, as doing so may further improve their pedagogical conveyance. Encouraging reflective teaching practices, collaborative learning, and professional development initiatives may strengthen teachers’ ability to engage students and foster a dynamic learning environment effectively.