Culturally responsive teaching knowledge and practices among elementary Science teachers

Abstract

Culturally responsive teaching is suggested as a powerful method for enhancing and reducing gaps in students' achievement and engagement. This study is an exploratory endeavor which aimed at describing and correlating culturally responsive teaching knowledge and practices of elementary science teachers. It examined what is known and how elementary science teachers negotiate cultures with their students that reflect the communities where students grow and develop. It used survey-correlational as research methodology to generate and analyze data from the respondents of the study. The study was conducted among 56 elementary science teachers from elementary public schools in the District of Tigbauan who chose to participate willingly. They answered the researcher-made survey questionnaires which had undergone validity and reliability procedures. Analysis of the results revealed that elementary science teachers had 80% and above in 13 items over 35 CRT knowledge indicators and had 80% and above in 10 items over 20 practices scale indicators. Moreover, there were no statistically significant relationship and negative correlation between teachers' culturally responsive teaching knowledge and practices, implying that there is a gap between what teachers do and practice regarding CRT.