Association Between Interactive Teaching Strategies and Linguistic Approaches of Teachers Among Elementary Public Schools:A Convergent Design

This study aimed to explore the relationship between interactive teaching strategies and linguistic approaches of teachers using a parallel convergent mixed methods design. The researcher selected 202 public elementary school teachers from Bangoy District, Davao City, through simple random sampling. Quantitative data were collected using modified and enhanced survey questionnaires, which were pilot-tested in a nearby school to ensure high reliability and internal consistency. Meanwhile, qualitative data were gathered through semi-structured interviews, providing in-depth insights into the experiences of teachers. The findings reveal that teachers' interactive teaching strategies are generally rated as extensive, with the use of technology for collaborative learning being the most evident, while group discussions and debates are the least. Similarly, teachers' linguistic approaches are also rated as extensive, with active participation in discussions being the most evident, while self-correction and reflection on language use are the least. Further analysis reveals a significant positive relationship between interactive teaching strategies and linguistic approaches, indicating that teachers' use of interactive methods directly supports language development. The integration of quantitative and qualitative findings demonstrates strong convergence, confirming that teachers’ consistent use of interactive strategies enhances students' language skills and communication confidence.