ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Teaching pedagogy refers to the methods, strategies, and approaches used by educators to facilitate learning and promote student development in various educational settings. (McIntyre et al., 2018). Additionally, pedagogy is the study of teaching methods, including the aims of education and how such goals may be achieved. Students in a classroom have diverse learning needs, including different learning styles, abilities, and background knowledge. It can be challenging for teachers to develop teaching strategies that effectively accommodate these diverse needs. Teachers encounter various challenges when it comes to teaching pedagogy in education. This study focused on the level of challenges and responsiveness to teaching pedagogy in education of Junior High School (JHS) teachers in the district of Alcala, Pangasinan. The descriptive survey is employed to determine the levels of challenges encountered and the level of responsiveness towards the challenges encountered in teaching pedagogy in education of respondents. Frequency count, weighted mean, Spearman, Point-Biserial, Chi-Square, and MANOVA were used in the quantitative analysis. The study is concerned with one hundred sixteen (116) JHS teachers who were specifically selected to participate in this study as respondents. The instruments utilized to collect the data were a researcher-made survey questionnaires and it was validated by three (3) experts in the field of education. The results revealed that most of the respondents are young adults with relevant training for national and international levels, earned MS/MA units, had 1-5 years of teaching experience, and have a positive attitude towards education. Also, the respondents are more highly challenged and responsive to teaching performance rather than teaching resources and teaching strategies. Additionally, research shows that there is no significant relationship between the levels of challenges encountered by teachers in teaching pedagogy in education across their profile variables. The results also indicate that the level of challenges encountered by teachers encounter significantly based on their responsiveness to these challenges. This study also recommends that teachers are encouraged to maintain their positivity toward education to be inspiring teachers, high standards, and secure accountability and responsibility in the teaching and learning process and schools should conduct innovative practices to address the challenges of creating favorable conditions for teaching and learning and give insight into our education system in different settings to promote transformational activities for more cooperative and equally responsible teachers. In addition, a Focus Group Discussion (FGD) was conducted and it indicates that teacher-respondents often encountered challenges in integrating technology advancement. One significant challenge is the availability of resources, including access to technology tools, devices, and infrastructure required for effective integration. In addition to the responses on the challenges encountered in teaching pedagogy in education of the JHS teachers, an FGD conducted stated that in order for the teacher-respondents to address the challenges they encountered especially in addressing the needs of the diverse learners such as adapting teaching methods to diverse learning styles and abilities entails using various strategies like visual aids, hands-on activities, and verbal explanations and implementing individualized support, group work, technology integration, and differentiated assessments are their considerations in accommodating diverse needs effectively. Moreover, it is also highly recommended that the proposed training as an output of this study to improve the teaching performance of teachers in the 21st century. Keywords — Challenges, responsiveness, teaching pedagogy, teaching resources, teaching strategies, teaching performance, 21st century, educator, training program, Focus Group Discussion