KNOWLEDGE AND PRACTICE OF TEACHERS IN THE APPLICATION OF APPRECIATIVE INQUIRY APPROACH IN CLASSROOM INSTRUCTION

The study determined the relationship between knowledge and practice of teachers in the application of Appreciative Inquiry Approach (AIA) in classroom instruction. It focused on the level of knowledge and extent of practice in the application of AIA. It also determined the difference in the perceptions of teachers when grouped according to their profile and the relationship between the two variables. The study employed descriptive-survey method with the questionnaire as the main instrument in gathering data and correlation method to identify relationship between the level of knowledge and extent of practice. Weighted mean, F-test and Pearson-Product-Moment-Method were used for statistical analysis. The respondents were 100 teachers of the public elementary schools of Mankayan District, Benguet Province. Results revealed that teachers are highly knowledgeable in the application of appreciative inquiry approach in classroom instruction resulting to their constant practice of it. Difference in their level of knowledge was established when career stage was considered. Nevertheless, teachers do not differ in their knowledge and practice when grade handled and career stage were considered. A strong positive correlation was noted between the level of knowledge and extent of practice in the application of AIA. Based on the results, it is concluded that teachers are well-versed in the application of appreciative inquiry approach in their classroom instruction. They are very adept in applying appreciative inquiry approach in their application in appreciative inquiry approach in classroom instruction since they were highly knowledgeable of it. The level of knowledge of teachers maybe a predictor on their extent in practicing appreciative inquiry approach in classroom instruction. Hence the knowledge of teachers was directly related to their practice.