Relationship Among Reading Teachers’ Content Knowledge, Professional Development, Use of Instructional Materials and Strategies and Student Engagement

Abstract

This study investigated the profiles of Grade Four teachers in terms of professional development, use of instructional materials, level of content knowledge, and instructional strategies used in reading. It also looked at the relationship between teachers' level of content knowledge and their teaching strategies used in reading, relationship between teachers' level of professional development and level of content knowledge, and how instructional materials enhance students' engagement. The study utilized the descriptive survey method with the application of both quantitative and qualitative analyses of data. Descriptive research was used to elicit data on teachers' profile and teachers' content knowledge in reading. Qualitative measures were used to detetmine the instructional strategies of Grade Four teachers and the effectiveness of these instructional materials to enhance students' engagement. Participants of the study were the Grade Four teachers in a district of Quezon (3 8). Six teachers were observed through purposive sampling to assess their instructional strategies. Each of the six classes was also observed to determine how the instructional materials enhanced students' engagement. Data were obtained through the following instruments: Instrument 1 -Teachers Profile in terms of the following contextual factors: professional development and instructional materials; Instrument 2- Teachers Level of Content Knowledge in Reading - TLCKR; Instrument 3 - Teaching Reading Observation Checklist; and Instrument 4 -Students' Engagement Rubric.