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 determine 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 (38). 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. Findings reveal that majority of the teachers lack training in the area of teaching reading. None of them holds a master's degree or doctoral degree in an area related to reading. Few teachers have video-assisted materials or computer-assisted materials to aid them in teaching reading. Only one teacher has on-line resources inside the classroom, but these are seldom used in the teaching-learning process. Grade Four teachers' content knowledge was pegged at the beginning proficiency level in all domains: principles of instructional design, delivery, and assessment, foundational knowledge of reading, and reading instruction and assessment for students with diverse backgrounds. Weak but significant relationship was found between overall level of content knowledge and seminars attended by the teacher. Strong but negative correlation exists between the level of content knowledge and organizing topics by guided reading (strategy). Moreover, a significant but moderate negative relationship was found between level of content knowledge and prediction as a strategy in teaching reading. It is further observed that the level of engagement of the pupils was neither affected by the available instructional materials in the classroom nor the teachers' meaningful and appropriate use of such materials. Eventually, most of the teaching reading strategies were not used by the teacher. Strengthening the professional development of teachers and providing them instructional materials which aid them in teaching-learning process are suggested for appropriate action at the classroom up to the district level.Masters Thesi