Teresita B. Bernales (Author)
Abstract
Beginning teachers employ various adaptive strategies in facing a wide range of challenges in the classroom to maintain teaching competence. The research study was conducted to identify the challenges, adaptive strategies, and competence of beginning teachers in the first district of Capiz during the school year 2023-2024. Participants of the study were 53 beginning elementary teachers selected through stratified random sampling. The research instruments used were the Individual Performance Commitment and Review Form (IPCRF) for competence and modified questionnaires for challenges from Ribot (2022) and adaptive strategies from Brown and Bond (2019). The descriptive statistics used were frequency count, mean, and standard deviation. The inferential statistics used was Pearson r. The alpha level of significance was set at 0.05. Results of the study revealed that all beginning teachers have a very high level of competence. In addition, beginning teachers’ level of challenges was moderately challenging when taken as a whole and in terms of ancillary activities only. On the other hand, pedagogical and technological activities were less challenging. Moreover, beginning teachers moderately used adaptive strategies as a whole and in terms of active adaptive strategies, accommodative adaptive strategies, cognitive adaptive strategies, and behavioral adaptive strategies but they very often used emotional adaptive strategies. Furthermore, there were no significant relationships among competence, challenges, and adaptive strategies of beginning teachers.
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Keywords: Challenges, Adaptive strategies, Competence, Beginning teachers