World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.554-560
Teodoro M. Gravoso Jr.
Teacher I
Plaridel Integrated National High School
Schools Division Office of Laguna
ABSTRACT
This study investigates how teachers’ perceptions of Social Studies marginalization influence their teaching quality and professional morale in the Schools Division Office of Laguna. Specifically, it examines the levels of perceived marginalization, teachers’ teaching quality, and morale. It also analyzes the significant relationships between perceived marginalization and both teaching quality and morale, and proposes a comprehensive action plan to address identified gaps. A quantitative research design was employed using total enumeration of 235 Social Studies teachers. A structured Likert-scale survey measured perceptions, teaching quality, and morale. Data were analyzed using mean, standard deviation, and Pearson correlation. Findings reveal that Social Studies marginalization is perceived as high, particularly in curriculum emphasis and resource allocation, while teaching quality and morale are very high. Significant relationships exist between professional recognition, professional development, student engagement, and key indicators of teaching quality and morale. However, curriculum emphasis, administrative support, and public attitudes show limited relationships. The study concludes that supportive factors mitigate the effects of marginalization. An action plan is proposed focusing on professional development, collaboration, resources, recognition, and engagement.
Keywords: Social Studies marginalization, teaching quality, teacher morale, professional development, student engagement
https://doi.org/10.65494/pinagpalapublishing.330
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