Authors : Alyssa Jean V. Pastolero

Volume/Issue : Volume 9 - 2024, Issue 4 - April

Google Scholar : https://tinyurl.com/wwm2emr5

Scribd : https://tinyurl.com/4zdy6uub

DOI : https://doi.org/10.38124/ijisrt/IJISRT24APR1587

Abstract : This study aimed to investigate the relationship between Teacher Reflective Practice and Student Engagement in Public Elementary Schools. Utilizing a descriptive-correlation approach, the study evaluated the extent of Teacher Reflective Practice across indicators such as Self-Awareness, Critical Analysis of Teaching Experiences, Openness to Feedback, Adaptability and Experimentation, and Collaborative Reflection. Similarly, the extent of Student Engagement was assessed in terms of Behavioral, Emotional, and Cognitive Engagement. Through the application of Pearson Product Moment Correlation, a significant Very High Relationship (R: 0.802, p<0.05) was found between Teachers' Reflective Practice and Students' Engagement, implying that 64.3 percent of the changes in Students' Engagement could be attributed to Teachers' Reflective Engagement. Moreover, specific indicators of Teachers' Reflective Practice were identified to significantly influence Students' Engagement. The highest level of engagement was found in Adaptability and Experimentation for Teachers' Reflective Practice and Behavioral Engagement for Students' Engagement, with areas for enhancement in other dimensions. The results underscore the vital role that reflective teaching plays in enhancing student engagement and provide key insights for educators, school administrators, policymakers, and future researchers.

Keywords : Teachers' Reflective Practice, Students' Engagement, Behavioral Engagement, Emotional Engagement, Cognitive Engagement, Public Elementary Schools, Adaptability and Experimentation, Collaborative Reflection.