Assessment of Teachers’ Instructional Practices: Towards Proposing an Innovative Instructional Model for Teaching-Learning Material in Chemistry

Twenty-first-century teaching focuses on the standards of practice to improve instruction and learning outcomes. Teachers as key figures in school are called upon reflect their instructional practices exemplify highest standard for grounded global best practices. This study aimed assess teachers’ identify challenges before during COVID-19 pandemic effectively implement strategies chemistry. The respondents were composed 107 public Junior High School chemistry teachers 8th district Cavite. mixed-method sequential explanatory research design was used. Quantitative data collected using Science Instructional Practices Survey questionnaire perceptions emergency remote teaching, while qualitative gathered utilizing focus group discussions, classroom observations, virtual interviews. findings showed that include prior knowledge traditional instruction. Before pandemic, four major themes emerged implementing various strategies: learner characteristics, teacher competency, language instruction, management Five identified namely, appropriate assessment strategy, feedback mechanism, technology usage availability, parental involvement, teaching-learning materials. this provided valuable inputs development an innovative model designing a lesson.