Classroom Structuring in the 21st Century andTeaching Allegories of Teachers inPublic Elementary Schools

Abstract

This study determined and described the classroom structuring in the 21st century and teaching allegories of teachers in public elementary school in Tugbok District, Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 109 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the classroom structuring of teachers in the 21st century in terms of mastery of the subject matter, classroom setting, art of questioning, evaluation and feedback were manifested oftentimes by the teachers. Moreover, learning allegories of teachers in terms of reflection, expectations, values integration and discovery were manifested oftentimes. It was found out that there was a significant relationship between classroom structuring in the 21st century and teaching allegories of teachers in public in public elementary schools. It revealed further that the domains of domains of classroom structuring in the 21st century significantly influenced the teaching allegories of teachers. Based on the findings, the public-school teachers should attend conferences and trainings from the DepEd for professional augmentation program. This may provide proficient improvement for teachers with the goal of building capacity thoroughly supported education opportunities for learners and concurrently learn the content of healthier academic practices.