School Heads Instructional Management and Teachers Capability of Public Elementary Schools

AUTHOR(S)

NORA S. PALMERA

ABSTRACT

—— The study aimed to determine the extent of school heads instructional management and the extent of teachers’ capability of public elementary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the school heads’ instructional management was extensive while the extent of teachers’ capability of public elementary school teachers was also extensive. Moreover, the overall results disclosed that indicators for the school heads’ instructional management were positively correlated to the teachers’ capability of public elementary school teachers. Further, results from the regression analysis revealed the following have a strong influence of school heads instructional management on the teachers’ capability of public elementary school teachers: clinical, developmental, and differentiated. It is recommended that the Department of Education (DepEd) should be reinforced to strengthen the integration of technology in public elementary schools, including providing sufficient infrastructure, digital tools, and capacity-building programs for both teachers and school heads. It also suggests that DepEd should also conduct regular assessments to evaluate the effectiveness of instructional management strategies and technological initiatives. Keywords — School heads instructional management, teachers’ capability