Instructional Competence and Interdisciplinary Approach in Teaching Araling Panlipunan
DOI:
https://doi.org/10.54536/ajahs.v5i2.6641Keywords:
Instructional Competence, Interdisciplinary ApproachAbstract
Instructional competence and the interdisciplinary approach in teaching Araling Panlipunan. This study aimed to determine the level of instructional competence and interdisciplinary approach in teaching Araling Panlipunan during the School Year 2024–2025. The study evaluates respondents’ instructional competence, interdisciplinary approach use, and identifies significant relationships and differences between their characteristics and their instructional competence. This study employed a descriptive correlational method, involving 138 Junior High School teachers as respondents. The variables are adapted and patterned, but the questionnaire was researcher-made. A universal sampling technique was used to select the respondents. Descriptive statistics such as frequency, percentage, mean, and standard deviation were employed, while inferential statistics, including Pearson’s r, were used to identify significant relationships and differences. Findings revealed that most respondents were female, aged 20–26, held a bachelor’s degree, were Teacher I specialists in Araling Panlipunan, and had attended district-level seminars. Respondents consistently demonstrated a high level of instructional competence, particularly in problem-solving and collaboration, which was interpreted as very high. They also showed high levels in the interdisciplinary approach, with ‘Integrating Knowledge’ as the highest variable, interpreted as very high, while communication was the lowest variable and interpreted as high. In conclusion, teachers are demonstrating their capacity to collaborate with others, design activities that address problem-solving and integration of interdisciplinary methods. It recommend that school officials offer inclusive training and capacity-building programs that enhance teachers’ communication and innovative skills.
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