TEACHING PRACTICES AND CULTURAL INTELLIGENCE AS PREDICTORS OF CULTURAL RESPONSIVENESSOF PUBLIC SCHOOL TEACHERS

The study determined the singular and combinedinfluenceof teaching practices and cultural intelligence on cultural responsiveness among public school teachers in Lupon West District. A quantitative research design using a descriptive-correlational technique was utilized.There were 324 respondents in the studywho were selected using a stratified random sampling technique. The study utilized an adopted, modified, and validated survey questionnaire. In analyzing the data, mean, person r, and linear regression were employed. The findings revealed that the levels of teaching practices, cultural intelligence, and cultural responsivenessof the respondents were very high. Furthermore, there were significant relationships between teaching practices and cultural responsiveness andbetween culture intelligence and cultural responsiveness. The findings also revealed that teaching practices and cultural intelligence have a significant singular and combined influenceon cultural responsiveness. Hence, teaching practices and cultural intelligence of the public school teachers in Lupon West District predicttheir cultural responsiveness.