Instructional Practices of Beginning Teachers in Araling Panlipunan: Basis For A Teaching Proficiency Capacity Plan
DOI:
https://doi.org/10.55687/ste.v5i2.296Abstract
This Descriptive-developmental study aims to examine the instructional practices of beginning teachers in Araling Panlipunan in Roxas East District, Roxas, Isabela, and explores pupils’ perceptions of these practices as indicators of teaching effectiveness and classroom engagement. Anchored on the Philippine Professional Standards for Teachers (PPST), the study identifies and strengths the areas for improvement across key competency domains. Data were gathered from beginning teachers and their pupils to determine their prevailing instructional practices and challenges. The result of the study shows that beginning teachers encounter various challenges as they enter the teaching profession, particularly in classroom management, lesson planning, assessment, and addressing diverse learner needs. These challenges are evident in Araling Panlipunan, where instruction requires the integration of social studies, culture, and civic education. Moreover, findings of the study serve as the basis for developing a Teaching Proficiency Capacity Plan aimed at enhancing instructional quality, supporting professional growth, and improving learning outcomes in Araling Panlipunan. Based on the result of the study, it is recommended that school administrators may establish structured mentoring and peer coaching programs for beginning teachers and may be encouraged to participate in continuous professional development, workshops and seminars may focus on strategies to address diverse learners and be guided in varied performance-based assessment.
Keywords: Beginning Teachers; Araling Panlipunan; Instructional Practices; Teaching Effectiveness; Philippine Professional Standards for Teachers (PPST) and Classroom Engagement.
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