Teachers’ Strategies In Values Education And Behavioral Manifestations Among Basic Education Learners At St. Bridget Schools

Abstract

Values Education plays an important role in learners’ personal and societal growth. It focuses on nurturing one’s uniqueness to overcome challenges and shape the future. This study aimed to assess the teaching strategies utilized by basic education teachers in managing learners’ behavior in St. Bridget Schools across Batangas City, Alitagtag, Batangas, and Quezon Province. The study employed a descriptive quantitative research design using validated researcher-made questionnaires. The respondents included 124 basic education teachers selected through stratified random sampling. The data were analyzed using weighted mean, ranking, and Pearson’s r correlation. 

Findings revealed that teachers highly utilized personalized learning and social and emotional learning strategies, while technology integration and project-based learning were moderately utilized. Learners demonstrated high levels of readiness, interest, and preferred learning styles, while performance and relationships with others were moderately manifested. The study revealed a significant relationship between teaching strategies and learners’ behavioral outcomes. The primary challenges identified were learners’ dependence on gadgets, impatience, short attention spans, and inconsistent adherence to classroom rules. The study concluded that the effective use of innovative teaching strategies and learner-centered activities can improve learners’ behavior and overall learning outcomes. The findings emphasize the need for schools to strengthen technology-supported and project-based approaches while providing continuous teacher development programs.