📄 Abstract
The primary objective of this study was to evaluate the predictive power of instructional scaffolding on the metacognitive strategies of language teachers in public secondary schools in Paquibato District, Davao City. A non-experimental quantitative research design using a descriptive-correlational technique was employed, and data were gathered from 106 language teachers selected through simple random sampling. Findings revealed that instructional scaffolding was generally moderate, with teachers sometimes demonstrating competencies in learning situation, visual scaffolding, question stems, and graphic organizers, while processing was often observed. Metacognitive strategies, on the other hand, were found to be high overall, with strong engagement in connecting, planning, and monitoring, although evaluating was only moderately practiced. Significant associations were identified between several scaffolding components, specifically visual scaffolding, question stems, graphic organizers, and processing, and teachers' metacognitive strategies, while learning situation had no significant relationship. Further analysis demonstrated that graphic organizers and processing significantly predicted metacognitive strategies, whereas other scaffolding domains did not exhibit predictive power. These results suggest that reflective, structured, and cognitively demanding scaffolding practices meaningfully contribute to enhancing teachers' metacognitive decision-making.
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📚 How to Cite:
Ruel T. Antonio , INSTRUCTIONAL SCAFFOLDING AND METACOGNITIVE STRATEGIES OF LANGUAGE TEACHERS IN PUBLIC SECONDARY SCHOOLS , Volume 12 , Issue 6, June 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 258 - 266 ,