The Adaptive Work of Senior High School Teaching for Learner Development Support
DOI:
https://doi.org/10.5281/zenodo.22935155Keywords:
adaptive teaching, collaborative capacity, learner development support, professional judgment, senior high school, teacher responsivenessAbstract
This study explored how adaptive teaching practices combined to support learner development among senior high school teachers handling core or applied subjects in Roxas, Isabela. Using a configurational explanatory survey design, data were gathered from 30 teachers through a structured questionnaire measuring adaptive instructional responsiveness, professional judgment and agency, collaborative adaptive capacity, and learner development support. Descriptive statistics, Necessary Condition Analysis, and fuzzy-set Qualitative Comparative Analysis were employed to determine both necessary conditions and alternative pathways associated with stronger learner support. Results showed high levels of adaptive instructional responsiveness, professional judgment and agency, and learner development support, while collaborative adaptive capacity remained moderate. Professional judgment and agency emerged as the strongest necessary condition, followed by adaptive instructional responsiveness. The configurational analysis identified multiple pathways to high learner development support, with the combination of strong professional judgment and instructional responsiveness producing the most consistent pattern. Collaborative capacity strengthened some successful configurations but was not indispensable across all pathways. Conversely, weak responsiveness combined with limited collaborative capacity was associated with lower learner development support. The findings indicate that adaptive senior high school teaching depended less on isolated practices than on the interaction of professional judgment, responsiveness, and collaborative resources. Strengthening structured collaboration, shared analysis of learner needs, and teacher decision-making capacity is therefore recommended to support more consistent learner development across senior high school classrooms.
Downloads
References
Brodie, K. (2021). Teacher agency in professional learning communities. Professional Development in Education, 47(4), 560–573. https://doi.org/10.1080/19415257.2019.1689523
Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. DOI: 10.1016/j.lindif.2017.03.003.
Collie, R. J., Granziera, H., Martin, A. J., Burns, E. C., & Holliman, A. J. (2020). Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes. Teaching and Teacher Education, 95, Article 103148. DOI: 10.1016/j.tate.2020.103148.
Department of Education. (2022). Basic Education Development Plan 2030. Department of Education, Republic of the Philippines.
Department of Education. (2026). Full implementation of the Strengthened Senior High School Curriculum in School Year 2026–2027 (DepEd Memorandum No. 012, s. 2026). Department of Education, Republic of the Philippines.
Dul, J. (2016). Necessary condition analysis (NCA): Logic and methodology of “necessary but not sufficient” causality. Organizational Research Methods, 19(1), 10–52. https://doi.org/10.1177/1094428115584005
Kang, H. (2022). Teacher responsiveness that promotes equity in secondary science classrooms. Cognition and Instruction, 40(2), 206–232. https://doi.org/10.1080/07370008.2021.1972423
Männikkö, I., & Husu, J. (2019). Examining teachers’ adaptive expertise through personal practical theories. Teaching and Teacher Education, 77, 126–137. https://doi.org/10.1016/j.tate.2018.09.016
Molla, T., & Nolan, A. (2020). Teacher agency and professional practice. Teachers and Teaching, 26(1), 67–87. https://doi.org/10.1080/13540602.2020.1740196
Nguyen, D., & Ng, D. (2020). Teacher collaboration for change: Sharing, improving, and spreading. Professional Development in Education, 46(4), 638–651. https://doi.org/10.1080/19415257.2020.1787206
Pappas, I. O., & Woodside, A. G. (2021). Fuzzy-set qualitative comparative analysis (fsQCA): Guidelines for research practice in information systems and marketing. International Journal of Information Management, 58, 102310. https://doi.org/10.1016/j.ijinfomgt.2021.102310
Schipper, T. M., van der Lans, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education. Teaching and Teacher Education, 88, Article 102961. DOI: 10.1016/j.tate.2019.102961.
Smets, W., De Neve, D., & Struyven, K. (2022). Responding to students’ learning needs: How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243–260. https://doi.org/10.1080/09650792.2020.1848604
Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, 103853. https://doi.org/10.1016/j.tate.2022.103853
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
