The Effects of K-12 Teaching Strategies of Elementary Teachers and Best Practices in Tagaytay City

Abstract

INTRODUCTION

Education is currently under the watchful eye of the public. A large portion of the nation's tax revenue is spent on educational facilities, equipment, materials, and instruction. One way a school system can begin to improve teaching is to evaluate their mode of instruction effectively. Most school administrators assess teaching in some or another. Teachers may be evaluated by student achievements, student evaluations, or administrators' appraisals. Is it more essential to possess skills or have acquired specific knowledge? Are they worth teachers measured by how they perform in the classroom? In other words, do teachers achieve results? Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem-solving, and responsibility; teachers are also asked to help students develop a right attitude toward classmates and their school. The accomplishment of these goals has a higher chance if teachers have the right competencies and performance.

METHODS

The respondents of the study were 60 teachers of selected elementary teachers in Tagaytay City, and the sample was chosen using Sampling Technique. Descriptive statistics were used to analyze and interpret the data gathered, such as percentages, averages, and weighted means. The weighted means were used to describe the perceptions of the Respondents while the F-test was used to test the null hypothesis of the study. The 0.05 (5%) level of significance was used as a reference in accepting or rejecting the null hypothesis.

RESULTS

The teacher's profile varies in ages with more frequency on the 30-39 years old, female, married, graduates of four-year bachelor's degree, with master units, with 11 to 20 years of teaching experience, and with a very satisfactory rating for the school year2018-2019. Age, sex, civil status, and length of service had no significant relationship to teachers' competencies except educational attainment and performance rating. Lastly, age and performance rating had a significant relationship with performances while sex, civil status, educational attainment, and length of teaching experience had no significant relation to leadership.

DISCUSSIONS

The findings of the study may guide the teachers in planning training needs and activities in the school in the district to enhance the teachers' competencies, leadership, and instructional management skills, thus continuously improve teaching performance.