This study examined the relationship between reflective practice orientation and pedagogical adaptability among Junior High School Science and Mathematics teachers in the Division of Cabanatuan City, with emphasis on the role of teaching experience. Using a quantitative descriptive-correlational design, the study involved 201 respondents composed of 103 Science teachers and 98 Mathematics teachers selected through stratified random sampling. Findings revealed that teachers demonstrated a very high level of reflective practice orientation and pedagogical adaptability. A significant positive relationship was found between reflective practice orientation and pedagogical adaptability.
Reyes et al. (Wed,) studied this question.