Instructional Scaffolding and Metacognitive Strategies of Language Teachers in Public Secondary Schools

This study aimed to determine the level of instructional scaffolding and the use of metacognitive strategies among teachers in public secondary schools in Caraga District, Division of Davao Oriental. A non-experimental quantitative research design employing the correlational method was utilized. The study’s respondents consisted of 142 teachers from public secondary schools in Caraga District, selected through universal sampling to ensure full representation. Data were analyzed using the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that both the level of instructional scaffolding and the use of metacognitive strategies among teachers were generally high. Furthermore, the study established a significant positive relationship between instructional scaffolding and teachers’ use of metacognitive strategies. Regression analysis also indicated that the domains of instructional scaffolding significantly influenced the use of metacognitive strategies among teachers in public secondary schools. Based on these findings, it is recommended that teachers continue to enhance instructional scaffolding and metacognitive strategies in their practice. Particular emphasis should be placed on implementing short-cycle formative assessments to monitor student progress throughout lessons. Additionally, fostering a teaching culture that prioritizes attention to effective instructional practices can contribute to professional growth and create an environment in which high-quality teaching is consistently valued.