METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY

Education

This study investigated the relationship between metacognitive awareness and teaching performance among Public Elementary School Teachers in the Nabunturan East District, Davao de Oro, Philippines. Metacognitive awareness, encompassing declarative, procedural, and conditional knowledge alongside planning, monitoring, and evaluating, is crucial for addressing the dynamic challenges of teaching. The rationale underscores its importance in enhancing teaching efficacy amidst evolving educational paradigms and student diversity. In addition, using a quantitative correlational research design, the study examines how metacognitive awareness impacts teaching performance, measured through Classroom Observation Tool (COT) ratings. Data were collected from 100 teachers, employing universal sampling to ensure comprehensive representation. The locale comprises publicly funded elementary schools within Nabunturan, a municipality recognized for its educational contributions in Davao de Oro province. Furthermore, preliminary findings reveal high levels of metacognitive awareness across all dimensions, reflecting teachers’ robust reflective and adaptive practices. Additionally, their teaching performance is rated consistently as "Outstanding," highlighting the impact of professional development initiatives and institutional support mechanisms. However, statistical analysis indicates no significant relationship between metacognitive awareness and teaching performance. This finding emphasizes teaching as a multifaceted construct influenced by systemic, institutional, and individual factors. The study concludes that while metacognitive skills are vital for personal and professional growth, their direct influence on teaching performance is limited unless integrated into broader pedagogical competencies and contextualized strategies. Recommendations include workshops on managing external constraints, reflective practices, time management, and enhancing specific knowledge areas. These initiatives aim to empower educators, address systemic challenges, and further optimize teaching effectiveness.

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