Abstract
Understanding the prevailing teaching practices of social science educators and their impact on student autonomy was deemed essential. This study sought to identify the challenges and opportunities within the educational framework of the Lian Sub-Office, ultimately aiming to contribute to the development of more effective teaching strategies that support students in becoming active, self-directed learners. By addressing these issues, educators were expected to foster a more dynamic and engaging learning environment that prepared students for the complexities of the modern world. The study employed a quantitative research design to investigate the teaching practices of social science teachers and their relationship with the self-directed learning (SDL) behaviors of senior high school students. Stratified random sampling was used to select the respondents. Specifically, a total of 65 social science teachers employed in senior high schools under the jurisdiction of the Lian Sub-Office during the 2024–2025 academic year were selected as the main respondents of the study. Data were gathered using a researcher-made questionnaire. The findings revealed that teaching proficiency was significantly influenced by factors such as age, gender, and teaching experience. These results reinforced the importance of providing targeted instructional support tailored to these demographic variables. It was also determined that enhancements in teaching practices directly contributed to improved proficiency in instructional strategies. Based on the findings, the study recommended that professional development programs prioritize the refinement of scaffolding techniques and the enhancement of strategies that support independent learning. Training should be provided to strengthen educators’ use of constructivist and mentoring approaches, with particular emphasis on implementing structured, open-ended discussions to promote student autonomy. Additionally, further research was encouraged to explore gender-related differences in teaching effectiveness, while professional development efforts should be tailored to address the instructional needs of less experienced teachers. Overall, the study emphasized the need for schools to invest in ongoing professional development initiatives aimed at improving both teaching effectiveness and instructional proficiency.
