Teacher Adaptive Expertise, Classroom Decision-Making, and Learning Recovery Practices among Public Elementary School Teachers
DOI:
https://doi.org/10.5281/zenodo.21054423Keywords:
adaptive expertise, Bambang, classroom decision-making, elementary teachers, learning recovery, public schoolsAbstract
This study located learning recovery within the professional judgment of public elementary school teachers by determining how teacher adaptive expertise and classroom decision-making shaped recovery-oriented instructional practices in Bambang, Nueva Vizcaya. Using a quantitative explanatory-predictive survey design, the study gathered data from public elementary school teachers through a validated researcher-developed questionnaire on teacher adaptive expertise, classroom decision-making, and learning recovery practices. The instrument demonstrated strong validity and reliability, with an overall Cronbach’s alpha of 0.95. Data were analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling to determine the measurement quality, direct effects, indirect effects, and predictive relevance of the model. Results showed high levels of teacher adaptive expertise, classroom decision-making, and learning recovery practices. However, differentiated instruction, progress monitoring, learner grouping, and collaborative decision-making appeared as weaker areas that required further support. The structural model revealed that teacher adaptive expertise significantly predicted classroom decision-making and learning recovery practices, while classroom decision-making also significantly predicted learning recovery practices. Classroom decision-making partially mediated the relationship between teacher adaptive expertise and learning recovery practices, indicating that adaptive expertise became more meaningful when translated into evidence-based instructional decisions. The findings suggest that learning recovery may be strengthened through professional development focused on formative assessment use, learner progress tracking, differentiated recovery tasks, and collaborative analysis of learner needs.
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