TEACHING APPROACHES AND LEARNERS’ CONFIDENCE IN SELECT PUBLIC SECONDARY SCHOOLS

KRISNA JOY A. TANALEON; GINA F. LABITAD

TEACHING APPROACHES AND LEARNERS’ CONFIDENCE IN SELECT PUBLIC SECONDARY SCHOOLS

Author(s)	Ms. KRISNA JOY A. TANALEON, Dr. GINA F. LABITAD
Country	Philippines
Abstract	Teaching approaches play a vital role in shaping academic performance and learners’ confidence, most specifically in terms of self-esteem and resilience. This study aims to determine the relationship between teaching approaches and learners’ confidence in select public secondary schools of El Salvador City, Division of Misamis Oriental, during School Year 2024–2025. Specifically, it identifies the respondents’ profiles; determines the teachers’ level of teaching approaches; assesses the learners’ level of confidence; evaluates the significant relationship between the teachers’ profile and their level of teaching approaches; and determines the significant relationship between the respondents’ teaching approaches and the learners’ respondents’ level of confidence as measured by their self-esteem and resilience. The study respondents were the one hundred ninety-two (192) teachers and three hundred eighty-two (382) learners. The study employed a descriptive-correlational research design using a universal sampling. Data were collected through standardized questionnaires and were analyzed using statistical tools, such as mean, percentage, standard deviation, and Pearson's correlation. Results show that most teacher respondents were aged 36 to 45 years old, female, held the position of Teacher I, had 6 to 10 years of teaching experience, possessed units in a doctoral degree, and actively participated at the regional level. Personalized approaches got the highest mean among teaching approaches, while engaging teaching techniques got the lowest mean. Resilience was rated highest, followed by self-esteem, which was rated lowest. There is no significant relationship between teachers’ profile and their level of teaching approaches. At the same time, a significant relationship was found between teaching approaches and learners’ confidence. The study concludes that improving learners’ confidence, especially self-esteem, requires adaptive and inclusive teaching approaches that promote resilience and emotional security. It recommends professional development programs to enhance effective teaching approaches and address the needs of diverse or less confident learners.
Keywords	Keywords: teaching approaches, learners’ confidence
Field	Sociology > Education
Published In	Volume 16, Issue 4, October-December 2025
Published On	2025-11-27

View / Download PDF File

doi

CrossRef DOI is assigned to each research paper published in our journal.

IJSAT DOI prefix is
10.71097/IJSAT

Downloads

Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 16 Isu 3 Cover Page Vol 16 Isu 2 Cover Page Vol 16 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA

About IJSAT Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us	Message on WhatsApp	+91-9687-182-185	editor@ijsat.org

International Journal on Science and Technology

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

TEACHING APPROACHES AND LEARNERS’ CONFIDENCE IN SELECT PUBLIC SECONDARY SCHOOLS

Share this