Abstract
Student-centered learning in a blended teaching environment has been challenging, especially with the sudden shift. Thus, this study aimed to evaluate the blended teaching readiness of the participants concerning the implementation of student-centered learning conceptualized using the pragmatic lens. Specifically, the convergent design mixed-methods approach of purposively chosen public elementary schools in Region XII teachers served as respondents for the quantitative and qualitative phase. Further, validated and reliability-tested adapted survey questionnaires and guide questions were used in the study. Statistical tools like mean, standard deviation, and regression analysis were used to analyze the quantitative data, while thematic analysis was applied in the qualitative phase. Findings revealed that the status of blended teaching readiness of teachers was high, which means that blended teaching readiness of teachers is often manifested in public elementary schools. On the other hand, the extent of student-centered implementation was very high, which means that student-centered learning is always evident in public elementary schools. Meanwhile, it was found out that blended teaching readiness influences the extent of implementation of student-centered learning. In the qualitative phase, eight essential themes emerged about the participants‘ views, such as emphasizing deep learning and understanding of students, using the most appropriate instructional strategies to support the learning objectives, coaching learners and allowing participation in key decisions of their learning experience, collaborative/ supportive environment emphasizing on feedback and capacity building, non-conducive learning environment, balancing demands of teaching, managing classroom-related issues, and diversifying instructional methods. Likewise, five essential themes emerged from in-depth interviews of the teacher participants on the role of their experiences in shaping their beliefs and commitment, namely, individualizing student learning experiences, shifting emphasis from teaching to learning, engaging in inquiry-based learning, obtaining a positive mindset, and making right decisions. Finally, the nature of data integration revealed merging-converging.
Keywords: Education, educational leadership, blended teaching readiness, student-centered learning, convergent design, Philippines