Abstract
The study aimed to determine the level of teaching practices among public secondary school teachers in a district of a large division in Central Philippines during the School Year 2022–2023. Specifically, it examined teachers’ preparation of instructional materials, instructional delivery, and management of learners’ behavior, and whether these practices varied by age, civil status, and length of service. A descriptive survey design was employed, with respondents’ profiles collected and teaching practices measured using standardized instruments. Results revealed that teachers demonstrated a high level of effectiveness in instructional delivery and handling learners’ behavior, while preparation of instructional materials was rated moderate. No significant differences in teaching practices were observed across age, civil status, or length of service. Findings suggest that younger and older teachers, single or married, and regardless of tenure, effectively employ coping strategies and professional attitudes to maintain classroom effectiveness. It is recommended that school heads promote collaboration and feedback mechanisms, teachers integrate diverse management styles to enhance learner engagement, and learners recognize and support their teachers’ efforts, fostering a collaborative and responsive learning environment.
Keywords: Teaching Practices, Face-to-Face, Learning, Modality, and Support