Self-awareness and Pedagogical Communication of Neophyte Teachers in Public Elementary Schools

Abstract

This study aimed to determine and describe the levels of self-awareness and pedagogical communication among neophyte public elementary school teachers in the Boston District, Division of Davao Oriental. It employed a non-experimental quantitative research design using the correlational method. The respondents consisted of 132 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. Findings revealed that the self-awareness of neophyte teachers—across the domains of ecological, interpersonal, extended, and private—was high and frequently demonstrated. Similarly, their pedagogical communication, including cognition, information exchange, organization of activities, roles, and empathy, was also high and frequently demonstrated exhibited. The study found a significant relationship between self-awareness and pedagogical communication. Furthermore, it was established that the domains of self-awareness significantly influenced the pedagogical communication of neophyte teachers. Based on these findings, it is recommended that neophyte public school teachers may benefit from attending seminars and training programs provided by the Department of Education as part of the Teachers Induction Program. These initiatives may offer in-depth professional development opportunities aimed at enhancing instructional competence and providing learners with well-supported, rigorous academic experiences.