A Qualitative Study of the Practices of a Special Science Teacher in a Rural National High School in Mountain Province, Philippines

Abstract

Teacher pedagogical practices play a critical role in shaping student learning experiences, particularly in science education contexts characterized by geographic isolation and limited resources. This qualitative study examined the teaching practices of a Special Science Teacher in a rural national high school in Mountain Province, Philippines, with a focus on pedagogy, teaching-learning processes, and the integration of instructional strategies that support student learning in Biological Sciences. Guided by constructivist learning theory and learner-centered pedagogy, the study explored how instructional decisions were made and enacted in real classroom contexts. Data were collected through semi-structured interviews, analysis of lesson plans and instructional materials, classroom-related records, and reflective teaching notes, and were analyzed using thematic analysis. Findings revealed that effective science teaching was characterized by contextualized instruction, inquiry-based learning, ICT-supported pedagogy, and adaptive teaching practices responsive to learners’ needs. Despite contextual constraints, reflective teacher practice and professional commitment enabled sustained pedagogical effectiveness. The study concludes that teacher agency and pedagogical innovation are essential in enhancing student learning in rural science education and offers implications for teachers, school leaders, and policy makers.