Pedagogical Coordination and Metacognitive Attentiveness of Teachers in Public Elementary Schools

This study described the pedagogical coordination and metacognitive attentiveness of teachers in public elementary schools in Bansalan District, Division of Davao Del Sur. This study used the non-experimental quantitative research design utilizing a correlational method. The respondents of this study were 133 teachers in public elementary schools using a universal sampling. The data analysis utilized the mean, Pearson r and regression analysis. The findings exposed that the pedagogical coordination of teachers in public elementary schools was high. Meanwhile, the metacognitive attentiveness of teachers in public elementary schools was high. It was found that there was a significant relationship between pedagogical coordination and metacognitive attentiveness of teachers in public elementary schools. It revealed further that the domains of pedagogical coordination are significantly influenced by the metacognitive awareness of teachers in public elementary schools in Bansalan District, Division of Davao Del Sur. Based on the findings, public school teachers should attend symposia and training from the Department for professional growth and development. The teachers may improve and stay organized on track while teaching, thus allowing them to teach more and manage less pressure. Keywords: Pedagogical Coordination, Metacognitive Attentiveness, Public Elementary School Teachers, Education, Philippines