Responsive Classroom Pedagogy and Learner Development Support in Public Elementary Education
DOI:
https://doi.org/10.5281/zenodo.22901329Keywords:
adaptive instruction, elementary education, learner development support, partial least squares structural equation modeling, responsive classroom pedagogy, teacher supportAbstract
This study determined how responsive classroom pedagogy contributed to learner development support among public elementary school teachers in Santiago City. An explanatory-predictive cross-sectional survey design with latent-variable modeling was employed among 90 teachers selected through proportionate stratified random sampling. Data were gathered using the 32-item Responsive Pedagogy and Learner Development Support Scale and analyzed through descriptive statistics and partial least squares structural equation modeling. Responsive classroom pedagogy obtained an overall mean of 4.15, with responsive classroom management emerging as the strongest dimension and assessment-responsive adjustment as the weakest. Learner development support recorded an overall mean of 4.02, with academic progress assistance ranking highest and family-linked learning support lowest. Measurement-model assessment supported reliability, convergent validity, and discriminant validity of the constructs. Structural analysis showed that responsive classroom pedagogy significantly predicted learner development support, β = .607, p < .001, with a substantial effect size of f² = .582. The model explained 36.8% of the variance in learner development support and demonstrated predictive relevance, Q² = .247. The findings indicated that responsive teaching strengthened academic, socioemotional, and intervention-related support, although gaps remained in assessment follow-through, intervention monitoring, referral coordination, documentation, and sustained family communication. Strengthening these areas may help transform classroom responsiveness into more continuous and coordinated learner development support.
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