Culturally Responsive Teaching Practices of Elementary Teachers and their Contribution to Pupils’ Engagement and Academic Performance

Abstract

This study was conducted to ascertain the culturally responsive teaching practices of teachers and their relationship to the engagement and academic performance of pupils in all elementary schools of the Department of Education-Dumingag I and II Districts, Dumingag, Zamboanga del Sur, Philippines during the School Year 2018-2019. It utilized the descriptive correlational method of research with the questionnaire-checklist as main data gathering instrument. Both the descriptive and inferential statistics were employed as data analysis tools. The findings of the study disclosed that “Comprehensive” and “Empowering” culturally responsive teaching practices were always applied by the teachers while “Emancipatory”, “Multidimensional”, “Transformative”, and “Validating” were only often employed. The pupils’ levels of affective, behavioral, and cognitive engagement were high while majority of them had an average academic performance. There was no significant correlation between the teachers’ culturally responsive teaching practices and the pupils’ engagement and academic performance. Furthermore, an insignificant correlation existed between the pupils’ engagement and their academic performance.