Elementary Teaching Practices and Learner Readiness for Secondary Education at Calupaan Elementary School

Abstract

Learner readiness is a critical determinant of academic engagement and achievement in elementary education, particularly in public schools where learners present diverse cognitive, behavioral, and socio-emotional profiles. This study examined the teaching practices employed by elementary teachers and their relationship to learner readiness at Calupaan Elementary School. Using a descriptive–correlational research design, the study involved elementary teachers and learners across selected grade levels. Data were gathered through a validated teaching practices survey, a learner readiness assessment covering cognitive, behavioral, and emotional domains, and classroom observation checklists. Descriptive statistics and inferential analyses were used to determine prevailing teaching practices and their association with learner readiness. Findings revealed that teachers frequently employed structured instruction, scaffolding, contextualized activities, and positive behavior support strategies. Learners demonstrated moderate to high levels of readiness, particularly in behavioral and emotional domains, while cognitive readiness varied across grade levels. Statistical analysis indicated a significant relationship between learner-centered teaching practices and learner readiness, highlighting the importance of structured, responsive, and inclusive instructional approaches. The study underscores the role of effective elementary teaching practices in promoting learner preparedness and offers implications for instructional planning, teacher professional development, and school-based support systems.