Instructional Strategies of Grade 2 Teachers and Their Implications for Classroom Practices in the Dupax del Norte District

In elementary education, the use of effective teaching strategies and suitable instructional materials is crucial for fostering meaningful learning experiences and enhancing classroom instruction. This study focused on the teaching methods used by Grade 2 educators and their impact on classroom practices in the Dupax del Norte District. This study specifically outlines the participants’ demographic characteristics, assesses the use and effectiveness of teaching strategies and materials, identifies factors influencing their use, and suggests interventions to improve classroom practices. A descriptive survey research design was utilized, involving 30 Grade 2 teachers chosen through enumeration. Data were collected using a modified questionnaire, and the analysis involved frequency, percentage, weighted mean, and standard deviation. The results indicated that most participants were female, married, held master's degrees, and had seven to nine years of teaching experience. Teaching strategies were employed at a moderate level, whereas both strategies and materials were considered highly effective. Key factors affecting the use of instructional materials included administrative supervision, teacher competence, adequate facilities, and effective instructional planning, with limited funding for educational field trips posing a challenge. Participants strongly endorsed interventions such as ongoing professional development, regular instructional supervision, increased funding, and providing sufficient instructional resources. This study concludes that enhancing instructional support systems, improving access to quality materials, and offering continuous professional development can further improve classroom practices and teaching effectiveness among Grade 2 teachers.