Instructional Practices and Learning Metaphors of Language Teachers in Public Secondary Schools

Abstract

This study was conducted to determine the instructional practices and learning metaphors of teachers in Caraga District, Division of Davao Oriental. This study employed the non-experimental quantitative research design utilizing correlational method. The respondents of the study were the 131 teachers utilizing the universal sampling in selecting the actual respondents. The following were the statistical tools used in the computation of data these are the Mean. Product Moment Coefficient Correlation or Pearson r and Regression Analysis. Based on the findings obtained in this study, the following conclusions were drawn, the level of instructional practices of teachers were extensive in the areas of mastery of the subject matter, appropriate use of methods, communication skills, evaluation and feedback. On the other hand, the learning metaphors of teachers likewise were very extensive in the areas of teachers of reflection of effective teaching, clarity of expectations, guided performance, experimentation and discovery. There was a significant relationship between instructional practices and learning metaphors of teachers in public elementary schools. It is recommended that the DepEd officials should support the development in instructional practices of teachers. This is to increase the level of their holistic knowledge in the areas of mastery of the subject matter, appropriate use of methods, communication skills, evaluation and feedback in augmenting school academic and non-academic operations.