Teachers’ Pedagogical Approaches, Creativity and Integration of Local History in Araling Panlipunan

This descriptive-correlational study examined the pedagogical approaches, creativity, and integration of local history in Araling Panlipunan among 228 public secondary school teachers in the Schools Division of Iloilo, Philippines, for School Year 2024–2025. Respondents were selected through stratified random sampling with proportionate allocation to ensure representation across educational attainment, grade level taught, years of service, school size, and congressional district. Data were collected using a validated researcher-made questionnaire grounded in relevant literature and analyzed using SPSS with statistical tools such as Frequency Count, Percentage, Mean, T-Test, ANOVA, and Pearson Product-Moment Correlation. Findings revealed that most teachers held bachelor’s degrees, taught Grades 7–10, and had 15 years or less of experience. They employed varied, student-centered strategies, demonstrated high creativity, and strongly integrated local history across classifications. No significant differences were found in teaching practices based on demographic or institutional variables, indicating uniformity. However, significant positive correlations emerged among pedagogical approaches, creativity, and integration, indicating that dynamic instruction enhances engagement and historical relevance. The study concluded that despite diverse backgrounds, teachers maintain consistent and effective practices. Recommendations include inclusive professional development, curriculum flexibility, community collaboration, and further research to strengthen culturally responsive teaching and deepen student connection to heritage.