Teaching Strategies, Supervisory Assistance, and Learner Motivation in Elementary Science in Dupax del Norte District II

Learner motivation is essential for effective elementary science instruction, requiring teachers to employ appropriate instructional strategies and supportive teaching practices. This study assessed the teaching strategies of elementary science teachers in Dupax del Norte District II, focusing on instructional practices, supervisory assistance, science program implementation, professional development participation, and motivational strategies. A descriptive quantitative research design was utilized, involving 30 elementary science teachers selected through total enumeration. Data were gathered using a modified and validated survey questionnaire and analyzed through frequency, percentage, weighted mean, and standard deviation. Findings revealed that most respondents were female, married, master's degree holders, and Teacher III personnel, with the majority receiving outstanding performance ratings. Instructional practices were frequently implemented (M = 3.86, SD = 0.53), with equipment and materials obtaining the highest rating among instructional dimensions (M = 4.02, SD = 0.35). Supervisory assistance was also frequently provided (M = 3.93, SD = 0.90), reflecting regular instructional support. The science program received an overall rating of agree (M = 3.68, SD = 0.54), indicating satisfactory implementation alongside areas requiring improvement. Motivational strategies obtained the highest overall mean (M = 4.21, SD = 0.24), indicating consistent efforts to encourage learner engagement and participation. The findings highlight the importance of strengthening instructional resources, expanding professional development opportunities, and sustaining supervisory support. These measures may help improve science teaching practices, foster learner motivation, and support meaningful science learning experiences in elementary schools.