Elementary Teachers’ Reflective Practices for Enhancing Performance and Professionalism at Tumple Integrated School
Abstract:
This qualitative study explores the reflective practices of elementary teachers and their impact on teaching performance and professionalism. Using a narrative inquiry approach, data were collected through interviews involving six elementary teachers. Findings indicate that teachers commonly engaged in lesson reviews, peer discussions, and reflective journaling, which led to improved instructional strategies, more effective classroom management, and stronger teacher–student relationships. These practices were found to promote professional growth and responsiveness to diverse learner needs. However, implementation was often hindered by time constraints, heavy workloads, and occasional student resistance. Teachers addressed these challenges through mechanisms such as Learning Action Cell (LAC) sessions, mentorship, and peer collaboration. The study highlights the importance of institutionalizing structured time for reflection, expanding access to professional development, and fostering a culture of collegial support.
Keywords: professional development, professionalism, qualitative research, reflective practices
Indexing
