From Reflection to Action: A Mixed- method Investigation on the Reflective Practices of Elementary Teachers

Abstract

The study aimed to investigate the reflective teaching practices of elementary educators in the Kapalong West District, focusing on their experiences and the factors influencing their reflection. Additionally, it sought to determine the level of reflective teaching practices and how these impact their instructional strategies and professional growth. This study employed a mixed-method design utilizing a convergent parallel approach. The participants consisted of elementary teachers from various schools in the district. A total of 136 teachers were selected through convenience sampling for the quantitative phase, while seven participated in focus group discussions and another seven were purposively chosen for in-depth interviews. The quantitative results revealed that the level of reflective teaching practices among educators was very high. Meanwhile, the qualitative findings revealed several themes such as challenges in reflection due to overwhelming workloads and time constraints, student performance as a catalyst for teacher reflection, and the blending of structured and flexible reflection in teaching. Findings from the quantitative and qualitative analyses converged, reinforcing the significance of reflection in improving teaching effectiveness. Recommendations for strengthening reflective practices are included for further guidance