Pedagogical Practices in Facilitating Teaching and Learning: A Qualitative Study of Grade 12 Instruction in Senior High School at Doña Josefa E. Marcos High School

Abstract

Effective pedagogy plays a vital role in fostering learners' academic engagement, critical thinking, and holistic development in Senior High School education. With the continued implementation of the Philippine K–12 curriculum, teachers are expected to adopt learner-centered, innovative, and context-responsive instructional practices that address the diverse needs of Grade 12 learners. This qualitative study explored the pedagogical practices employed by Grade 12 teachers in facilitating teaching and learning at Doña Josefa E. Marcos High School, Cordon South District. Specifically, it examined how teachers plan, implement, and evaluate instructional strategies in teaching Creative Writing, Effective Communication, and Civic Engagement. Anchored on Constructivist Learning Theory and Vygotsky's Social Constructivist Theory, the study employed a phenomenological research design. Twelve Grade 12 teachers were purposively selected as participants. Data were collected through semi-structured interviews, document analysis, and field observations and analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed four major themes: designing learner-centered and contextualized instruction, promoting active engagement through collaborative learning, adapting pedagogical practices to diverse learner needs, and engaging in reflective teaching for continuous instructional improvement. Participants emphasized that meaningful learning extends beyond content delivery and requires instructional flexibility, authentic learning experiences, effective assessment, technology integration, and responsiveness to learners' interests, abilities, and real-life contexts. Despite challenges such as limited resources, diverse learner readiness, and time constraints, teachers demonstrated resilience and instructional creativity in sustaining quality instruction. The study contributes to the growing body of qualitative research on pedagogical innovation in Philippine Senior High Schools and provides valuable insights for teacher professional development, curriculum enhancement, instructional leadership, and future educational research.