Abstract
This research aimed to examine the extent to which teachers at the basic education level employ the Structural Functionalism Theory in their teaching practices. A three-dimensional observation card was developed and subjected to statistical analysis to determine its psychometric properties through validity and reliability testing. The instrument was administered to a sample of 67 basic education teachers. The results indicated that 42% of the teachers had a moderate level of use of the Structural Functionalism Theory in their teaching practices. The teachers reported that they partially incorporate the principles of the theory, particularly in promoting students’ independent learning. The findings revealed that there were statistically significant differences (p = 0.05) in the implementation of the Structural Functionalism Theory based on the teachers’ areas of specialization, with those in education showing higher levels of use. However, no significant differences were found between gender, academic qualifications, or years of experience and the teachers’ practices of the principles supporting the Structural Functionalism Theory in learning.
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