Contemporary Teaching Practices and Classroom Appraisal Structure of Public Elementary School Teachers
Lovely Labra, Josephine Baguio
Received: 05 January 2026; Revised: 10 February 2026; Accepted: 15 February 2026; Published: 19 February 2026
DOI: https://doi.org/10.66074/H9J8K7L6P
Abstract
This study examined the relationship between contemporary teaching practices and classroom appraisal structure among public elementary school teachers in the Philippines. Using a quantitative correlational design, teachers were surveyed using a validated questionnaire covering multiple domains of teaching practices and appraisal structures. Results indicated that contemporary teaching practices were highly evident overall, particularly regarding classroom interactions and creativity. Conversely, classroom appraisal structure was perceived at moderate levels, with instruction being the most prominent domain. A strong positive correlation emerged between both constructs. Although the overall regression model was significant, individual predictors lacked statistical significance, warranting cautious interpretation. Ultimately, the findings suggest that stronger contemporary teaching practices coexist with more robust classroom appraisal structures. The study highlights the importance of strengthening interactive and creative teaching methods alongside improved appraisal processes to foster reflective practice, instructional support, and effective feedback.
Keywords: classroom appraisal, classroom interaction, elementary teachers, instructional practice, teacher assessment
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; [email protected]