SENIOR HIGH SCHOOL TEACHERS’ COGNITION IN TEACHING ENGLISH FOR ACADEMIC WRITING

The study aimed to determine teachers' cognition in teaching writing to Senior High School students. It is, therefore, a must that educators know how to develop their writing skills. Teachers should possess abilities to properly motivate their learners to become writers. With this, the researcher was prompted to develop a study that determined SHS teachers’ cognition focusing on teaching English academic writing. The respondents of the study were one hundred two (102) SHS teachers. It utilized quota sampling using the Raosoft Sampling which is a type of simple random sampling formula to arrive at the number of respondents. This study employed quantitative-qualitative research design as it described teacher cognition with regard to teaching writing as reflected in actual classroom practices. Three modes of data collection were done namely the survey questionnaires, the class observation and interview to inquire into teachers’ cognition in teaching writing. Statistical tools were weighted mean, normality test, and Spearman Rho Correlation. Findings revealed that teachers apply knowledge of content within and across curriculum teaching area, teachers are facilitators of the students’ learning, teachers should provide suited activities to academic writing lessons being taught, teacher language experience and interaction with learners are vital in teachers' cognition in teaching academic writing, and there exists a significant relationship among the teachers' cognition' functions, effects, factors, and evidence. As a result of the study, the researcher developed a training design in teaching writing for the Teachers of English which would contribute to the development of teachers’ capabilities in teaching academic writing to the students to make them the 21st-century learners who are ready to face life's challenges.