TEACHERS’ QUESTIONING STRATEGY AND INSTRUCTIONAL BEHAVIOR TOWARDS PROFESSIONAL COMMITMENT

Educational Management

This non – experimental research focused on determining teachers' questioning strategy and instructional behavior towards professional commitment among public elementary school teachers in Pikit Cluster 1A. A descriptive survey research design was used, and a total of 101 teachers were surveyed. The results showed that teachers generally use probing, challenging, focus, and stretching questioning strategies. They also generally engage in teaching approach, socio-emotional, and organizational behaviors. In terms of professional commitment, teachers scored highest on continuance commitment, followed by affective commitment and normative commitment. A linear regression analysis was conducted to determine the significant influence of questioning strategy and instructional behavior on professional commitment. The results showed that challenging, focus, and stretching questioning strategies were significant predictors of affective, continuance, and normative commitment. Teaching approach behavior and socio-emotional behavior were also significant predictors of affective, continuance, and normative commitment. The findings of this study suggest that teachers' questioning strategy and instructional behavior significantly influence their professional commitment. These findings underscore the importance of effective teaching strategies and behaviors in shaping the professional commitment of teachers. The research emphasizes the need for continuous professional development to enhance the questioning strategy and instructional behavior of public elementary school teachers, thereby improving their professional commitment to the teaching profession. Ultimately, this increased commitment can improve the overall academic achievement of students.

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