ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study will investigate the use of computer-assisted instruction (video tutorials) in the context mentioned above. In the classroom, a good teacher is more important than technology, so teachers should be experts in their field in both theory and practice. Teachers who consider three factors—how to manage the cognitive load of the video, how to increase student involvement with the video, and how to promote active learning from the video—are better able to implement video as a learning resource. Both content knowledge and the capacity to effectively organize and present it are critical for teaching. This research is crucial given the increasing use of technology in education, especially the use of instructional videos for math. However, the majority of current research concentrates on the benefits of these tools as perceived by students, with little attention paid to the opinions of educators, who play a crucial role in determining the successful integration and educational worth of these resources. By examining teachers’ perspectives and emphasizing the difficulties, advantages, and crucial elements associated with using tutorial videos to teach mathematics, this study fills this knowledge gap. Math instructors from select schools in the Hilongos East District, Division of Leyte, where technology-enhanced learning methods are regularly implemented, will be among those providing responses. This school was chosen because it proactively incorporates tutorial videos into its curriculum, making it an ideal setting to obtain relevant insights about the experiences and perspectives of educators. Keywords — School Heads’ Supervisory Practices, Teachers’ Teaching Performance, Collaboration, Assessment