Teachers' Knowledge on Modern Pedagogy and Teaching Readiness

Educational Management

The study sought to examine the level of classroom management skills and teaching effectiveness of indigenous peoples teachers. Classroom management skills were limited to self-discipline approach, instructional approach and desist approach. Teaching effectiveness included instructional delivery, teaching strategy and pedagogical content knowledge. It also ascertained the relationship and influence of the level of classroom management skills on teaching effectiveness. Elementary indigenous peoples teachers of Kidapawan City Division for School Year 2020-2021 were the respondents of the study. The study made use of the quantitative design, particularly descriptive-correlational. Descriptive method was used to describe the level of teachers’ teachers’ classroom management skills and teaching effectiveness. The correlational method was used to determine the relationship and influence of the level of classroom management skills and teaching effectiveness. Findings showed that indigenous peoples teachers’ classroom management skills in terms of self-discipline approach, instructional approach, desist approach were managed. Indigenous peoples teachers were effective in terms of instructional delivery, teaching strategy and pedagogical content knowledge. Teachers’ classroom management skills had significant relationship with teaching effectiveness. Classroom management skills in terms of self-discipline approach had significant relationship with teaching strategy and pedagogical content knowledge, while classroom management skills in terms of instructional approach had significant influence with instructional delivery. Teachers’ classroom management skills significantly influenced teaching effectiveness. Classroom management skills in terms of instructional approach had significant influence on instructional delivery; while self-discipline was a significant predictor of teaching strategy and pedagogical content knowledge.

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