Abstract

The purpose of this study was to identify teachers’ strategies in teaching literature in public senior high schools and measure levels of effectiveness of these strategies. A significant correlation between teacher profile and teaching strategies used, and a significant correlation between teacher profile and levels of effectiveness of strategies were also identified. This study also investigated challenges faced by teachers in efficiently using strategies in teaching the 21st century literature subject. Theories of cognitivism and constructivism were integrated for this study. Research paradigm adopted was the independent-dependent-variable model that served as basis. This study applied mixed methods of research; specifically, the study used an explanatory sequential design. The quantitative element of this study is descriptive correlational to find the connection between the demographic profile of teachers in terms of sex, age, educational attainment, and number of years in teaching literature to teaching strategies used, and levels of effectiveness of strategies used by teachers in teaching literature. A qualitative element was also added to investigate challenges teachers faced inefficiently using strategies in teaching literature. Based on the results, all teaching strategies were almost always used by teachers and these strategies were all effective. There was no significant correlation between teacher profile and teaching strategies used. A significant correlation between teacher profile only n terms of sex and the level of effectiveness of strategies used was significant. This study also showed that strategies were effective and these became ineffective only because of challenges teachers faced in using these strategies efficiently. Conclusions were drawn and recommendations were presented.