Teachers As Facilitators: Their Role In Implementing Student-Centered Teaching Approaches In Indanan South District

Shernalyn Ajibun; Mary Ann Lim

doi:10.62596/rm4jyt44

Authors

Shernalyn A. Ajibun School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Mary Ann G. Lim School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/rm4jyt44

Keywords:

Student-centered Learning, Facilitative Teaching, Digital Pedagogy, Classroom Management, Constructivism, Rural Education

Abstract

The global shift toward student-centered learning mandates that educators transition from traditional transmitters of knowledge to active pedagogical facilitators. However, evaluating the functional execution of this mandate remains underexplored within resource-constrained rural educational contexts. This study assessed the extent to which public elementary school educators perform facilitative roles across core instructional domains to implement learner-centered approaches. Employing a quantitative descriptive-correlational design, data were gathered from 100 teachers in the Indanan South District, Philippines, using a validated structured questionnaire. Statistical analyses included weighted means, independent samples t-tests, Analysis of Variance, and Pearson’s correlation coefficient. Results indicated high overall proficiency in student-centered facilitation, with classroom management and instructional planning emerging as the most robustly implemented practices. Correlational analysis revealed a nearly perfect positive relationship between these two domains, indicating that structured classroom environments are direct byproducts of proactive lesson architecture. While demographic variables generally did not influence facilitative practices, a significant disparity emerged in technology integration, where intermediate-level educators reported higher utilization than primary-level teachers. Furthermore, technology use exhibited the weakest inter-domain correlations, functioning primarily as a peripheral supplement rather than a core instructional mediator. The findings affirm strong foundational competence in constructivist facilitation among rural educators but expose a critical integration gap regarding digital pedagogy. Institutional leaders and teacher education programs must prioritize advanced, grade-specific technological training to elevate digital tools into transformative mechanisms for collaborative learning.

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