Groundbreaking Teaching Practices and Classroom Appraisal Structure of Public Elementary School Teachers

Abstract

This study aimed to determine the groundbreaking teaching practices and classroom appraisal structure of public elementary school teachers in Caraga South District, Division of Davao Oriental. Utilizing a non-experimental quantitative research design employing the correlational method, the study surveyed 133 teachers in public elementary schools through universal sampling. Data analysis included mean calculation, Pearson correlation coefficient, and regression analysis. The findings revealed that public elementary school teachers exhibit high levels of groundbreaking teaching practices, particularly in the areas of graphic organizers, classroom interactions, objectivity, and creativity, which the teachers frequently manifest. Additionally, the classroom appraisal structure of teachers, encompassing self-assessment, student academic progress, instruction, and feedback, was found to be moderate and sometimes practiced by teachers. Furthermore, a significant relationship was observed between groundbreaking teaching practices and the classroom appraisal structure of teachers in public schools. The study also highlighted that the domains of groundbreaking teaching practices significantly influence the classroom appraisal structure of teachers in public schools. These results underscore the importance of enhancing current groundbreaking teaching practices and classroom appraisal structures while acknowledging the expertise of teachers in formal observation and their contribution to distinguished instruction.