Manuscript Details - IJARW3085

ManuScript Details
Paper Id: IJARW3085
Title: PROFESSIONAL LEARNING ENGAGEMENT AND INSTRUCTIONAL DELIVERY ON CLASSROOM ASSESSMENT PRACTICES OF PUBLIC SCHOOL TEACHERS
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 11
Pages: 10
Published On: 5/26/2026 4:45:53 AM      (MM/dd/yyyy)
Main Author Details
Name: MARGIE L. ADLAWON
Institute: Central Mindanao University
Co - Author Details
Author Name Author Institute
Dr. Raul C. Orongan Central Mindanao University
Dr. Aprell L. Abellana Central Mindanao University
Abstract
Research Area: Education
KeyWord: professional learning engagement, instructional delivery, classroom assessment practices, subject matter, classroom management
Abstract: This study examined the relationship between professional learning engagement, instructional delivery and classroom assessment practices of public school teachers. Specifically, it determined the teachers' level of professional learning engagement (thematic knowledge, learning environment, educational technology and research base), instructional delivery (teaching strategy, mastery of subject matter, classroom management and instructional assessment), and classroom assessment practices (formative assessment and summative assessment), and the significant relationships and predictive strength among these variables. Descriptive-correlational research design was employed, involving 250 teachers selected through random sampling at the Maramag Districts I, II, and III, Division of Bukidnon, Philippines. Data were collected using validated questionnaires and analyzed using mean, Pearson’s correlation coefficient and multiple regression analysis. Results revealed that teachers are highly engaged in professional learning with thematic knowledge and learning environment having the highest ratings. It also revealed that teachers are highly proficient in all aspects of instructional delivery particularly in teaching strategy, mastery of subject matter, classroom management and instructional assessment. In classroom assessment, it was found out that teachers highly practiced summative and formative assessments. Correlation results showed strong positive relationships on both professional learning engagement, with educational technology obtaining the highest correlation, and instructional delivery, with mastery of the subject matter yielding the highest correlation, towards classroom assessment practices. Multiple regression analysis confirmed mastery of the subject matter, teaching strategy, and classroom management of instructional delivery are significant predictors of classroom assessment practices. The result highlights the importance of professional learning engagement, instructional delivery and classroom assessment practices of teachers to enhance the learner’s overall performance.
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IEEE
MARGIE L. ADLAWON, Dr. Raul C. Orongan, Dr. Aprell L. Abellana, "PROFESSIONAL LEARNING ENGAGEMENT AND INSTRUCTIONAL DELIVERY ON CLASSROOM ASSESSMENT PRACTICES OF PUBLIC SCHOOL TEACHERS", International Journal Of All Research Writings, vol. 7, no. 11, pp. 397-406, 2026.
MLA MARGIE L. ADLAWON, Dr. Raul C. Orongan, Dr. Aprell L. Abellana "PROFESSIONAL LEARNING ENGAGEMENT AND INSTRUCTIONAL DELIVERY ON CLASSROOM ASSESSMENT PRACTICES OF PUBLIC SCHOOL TEACHERS." International Journal Of All Research Writings, vol 7, no. 11, 2026, pp. 397-406.
APA MARGIE L. ADLAWON, Dr. Raul C. Orongan, Dr. Aprell L. Abellana (2026). PROFESSIONAL LEARNING ENGAGEMENT AND INSTRUCTIONAL DELIVERY ON CLASSROOM ASSESSMENT PRACTICES OF PUBLIC SCHOOL TEACHERS. International Journal Of All Research Writings, 7(11), 397-406.
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