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Title: :  METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY
PaperId: :  27065
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 4 2025
DUI:    16.0415/IJARIIE-27065
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Ana Mae A. JudayaAssumption College of Nabunturan
Roel P. VillocinoAssumption College of Nabunturan

Abstract

Education
educational administration, metacognitive awareness, teaching performance, public elementary, school teachers, correlational
This study investigated the relationship between metacognitive awareness and teaching performance among Public Elementary School Teachers in the Nabunturan East District, Davao de Oro, Philippines. Metacognitive awareness, encompassing declarative, procedural, and conditional knowledge alongside planning, monitoring, and evaluating, is crucial for addressing the dynamic challenges of teaching. The rationale underscores its importance in enhancing teaching efficacy amidst evolving educational paradigms and student diversity. In addition, using a quantitative correlational research design, the study examines how metacognitive awareness impacts teaching performance, measured through Classroom Observation Tool (COT) ratings. Data were collected from 100 teachers, employing universal sampling to ensure comprehensive representation. The locale comprises publicly funded elementary schools within Nabunturan, a municipality recognized for its educational contributions in Davao de Oro province. Furthermore, preliminary findings reveal high levels of metacognitive awareness across all dimensions, reflecting teachers’ robust reflective and adaptive practices. Additionally, their teaching performance is rated consistently as "Outstanding," highlighting the impact of professional development initiatives and institutional support mechanisms. However, statistical analysis indicates no significant relationship between metacognitive awareness and teaching performance. This finding emphasizes teaching as a multifaceted construct influenced by systemic, institutional, and individual factors. The study concludes that while metacognitive skills are vital for personal and professional growth, their direct influence on teaching performance is limited unless integrated into broader pedagogical competencies and contextualized strategies. Recommendations include workshops on managing external constraints, reflective practices, time management, and enhancing specific knowledge areas. These initiatives aim to empower educators, address systemic challenges, and further optimize teaching effectiveness.

Citations

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IJARIIE Ana Mae A. Judaya, and Roel P. Villocino. "METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 4 2025 Page 304-311
MLA Ana Mae A. Judaya, and Roel P. Villocino. "METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11.4(2025) : 304-311.
APA Ana Mae A. Judaya, & Roel P. Villocino. (2025). METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education, 11(4), 304-311.
Chicago Ana Mae A. Judaya, and Roel P. Villocino. "METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 4 (2025) : 304-311.
Oxford Ana Mae A. Judaya, and Roel P. Villocino. 'METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, 2025, p. 304-311. Available from IJARIIE, http://ijariie.com/AdminUploadPdf/METACOGNITIVE_AWARENESS_AND_TEACHING_PERFORMANCE_OF_ELEMENTARY_PUBLIC_SCHOOL_TEACHERS__A_CORRELATIONAL_STUDY_ijariie27065.pdf (Accessed : ).
Harvard Ana Mae A. Judaya, and Roel P. Villocino. (2025) 'METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY', International Journal Of Advance Research And Innovative Ideas In Education, 11(4), pp. 304-311IJARIIE [Online]. Available at: http://ijariie.com/AdminUploadPdf/METACOGNITIVE_AWARENESS_AND_TEACHING_PERFORMANCE_OF_ELEMENTARY_PUBLIC_SCHOOL_TEACHERS__A_CORRELATIONAL_STUDY_ijariie27065.pdf (Accessed : )
IEEE Ana Mae A. Judaya, and Roel P. Villocino, "METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 4, pp. 304-311, Jul-Aug 2025. [Online]. Available: http://ijariie.com/AdminUploadPdf/METACOGNITIVE_AWARENESS_AND_TEACHING_PERFORMANCE_OF_ELEMENTARY_PUBLIC_SCHOOL_TEACHERS__A_CORRELATIONAL_STUDY_ijariie27065.pdf [Accessed : ].
Turabian Ana Mae A. Judaya, and Roel P. Villocino. "METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 4 ().
Vancouver Ana Mae A. Judaya, and Roel P. Villocino. METACOGNITIVE AWARENESS AND TEACHING PERFORMANCE OF ELEMENTARY PUBLIC SCHOOL TEACHERS: A CORRELATIONAL STUDY. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(4) : 304-311. Available from: http://ijariie.com/AdminUploadPdf/METACOGNITIVE_AWARENESS_AND_TEACHING_PERFORMANCE_OF_ELEMENTARY_PUBLIC_SCHOOL_TEACHERS__A_CORRELATIONAL_STUDY_ijariie27065.pdf
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