Innovative teaching strategies and adaptations of science teachers in secondary schools of Sablayan District

International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2025 Volume 13 Issue 8

Available Online: 12 December 2025

Author/s:

Ibon, Analyn S.*
Divine Word College of San Jose, Philippines (analyn.ibon001@deped.gov.ph)

Pagayonan, Ephegenia N.
Divine Word College of San Jose, Philippines (ephe1618@gmail.com)

Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)

Abstract:

This study aimed to explore the innovative teaching strategies and adaptations used by science teachers in secondary schools in the Sablayan District. Using an exploratory sequential design, an interview guide, and a researcher-made instrument, data were collected from 45 teachers through complete enumeration. Descriptive statistics summarized the respondents’ profiles and levels of adaptation, while multiple regression analysis was used to determine the influence of teacher profile, innovative strategies, and digital literacy on adaptation. The findings show that the high level of implementation across all strategies demonstrates that teachers are consistently applying innovative approaches in their science instruction. Also, findings reveal that teachers are highly committed to ensuring that their instructional content aligns with curriculum expectations and is responsive to both contextual and learner-specific factors. Overall, the data underscore the responsiveness and professionalism of science educators as they modify their practices to ensure the continuity, quality, and relevance of science education. These adaptive strategies are vital in fostering resilient and inclusive learning environments. Findings also revealed that contextualized and localized teaching, differentiated instruction, inquiry-based learning, and current rank significantly affect teacher adaptations, whereas blended learning, game-based teaching, ICT integration, and digital literacy level did not. These results highlight the need to strengthen support for science teachers through sustained professional development, mentoring, and resource provision, particularly in contextualized teaching, differentiated instruction, and inquiry-based learning. Thus, it is recommended that school heads and administrators be encouraged to implement the proposed professional development plan to enhance teachers’ instructional capacity in employing innovative teaching strategies.

Keywords: adaptations, blended learning, digital literacy, innovative teaching strategies, science teaching

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DOI: https://doi.org/10.5861/ijrsm.2025.25522

Cite this article:
Ibon, A. S., Pagayonan, E. N., & Galay-Limos, J. A. (2025). Innovative teaching strategies and adaptations of science teachers in secondary schools of Sablayan District. International Journal of Research Studies in Management, 13(8), 75-92. https://doi.org/10.5861/ijrsm.2025.25522

* Corresponding Author