Instructional Scaffolding and Metacognitive Strategies of Language Teachers in Public Secondary Schools

Abstract

This study examines the relationship between instructional scaffolding and metacognitive strategies of language teachers in selected public secondary schools in the Division of Island Garden City of Samal. A descriptive-correlational research design was used with a sample of 132 language teachers. Data were collected through standardized questionnaires administered via face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The results revealed that both instructional scaffolding and metacognitive strategies were rated very high. Correlation analysis indicated a significant positive relationship between these variables. Furthermore, specific domains of instructional scaffolding, including situation, visual, question stems, graphic organizers, and processing, were found to significantly influence teachers' metacognitive strategies. It is recommended that school administrators focus on further strengthening instructional scaffolding to enhance the development of metacognitive strategies among teachers. Promoting teacher collaboration, providing professional development opportunities, and encouraging reflective practices will help sustain strong levels of metacognitive strategies and improve teaching effectiveness in schools.