Teachers’ Adaptive Expertise and Instructional Effectiveness

Effective teaching demands more than mastering instructional strategies; it requires the ability to adapt when classroom realities challenge established practices. This study determined the relationship between teachers’ adaptive expertise and instructional effectiveness among public elementary school teachers in selected schools of Manukan II District, Schools Division of Zamboanga del Norte. Employing a quantitative descriptive-correlational research design, the study utilized a validated researcher-made questionnaire to assess teachers’ adaptive expertise and instructional effectiveness across their respective dimensions. Data were analyzed using descriptive statistics and Pearson product-moment correlation. Findings revealed a Very High level of teachers’ adaptive expertise, with adaptive problem-solving emerging as the strongest dimension and continuous professional learning as the least demonstrated. Instructional effectiveness was likewise rated Very High, with assessment and feedback obtaining the highest rating and classroom management the lowest. Furthermore, a statistically significant positive relationship was established between teachers’ adaptive expertise and instructional effectiveness, resulting in the rejection of the null hypothesis. The study concluded that teachers possessing stronger adaptive expertise tended to demonstrate greater instructional effectiveness, emphasizing the interconnected roles of flexibility, problem-solving, innovation, reflection, and professional learning in effective teaching. These findings highlight the importance of sustaining teachers’ adaptive competencies while strengthening reflective practice, continuous professional learning, instructional delivery, and classroom management to support responsive and effective instruction.