Abstract
This study determined the dimensions of quality practices among public-school teachers. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of M’lang, Cotabato. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on quality practices dimensions of teachers. The results revealed upon factor analysis that a teachers’ quality practices have five themes which include showcasing professionalism and expertise, utilizing methods and resources for effective teaching, strengthening social engagement and increasing teaching values, becoming the best version of a quality teacher and seeking professional improvement for better learning. Teachers’ Quality Practices Questionnaire with 76 items was developed. Reliability test revealed the results on teachers’ quality practices the overall Cronbach’s Alpha value of .847 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 76 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.