Instructional Management of Public Elementary School Teachers in K to 12 Program

Abstract

Introduction

The main objective of this study was to determine the level of instructional management of public elementary school teachers. The descriptive method of research was used. The respondents were 100 teachers from the 26 public elementary school teachers in Urdaneta City District II during the school year 2014 –2015.

Methods

The questionnaire was the main tool to gather the information needed. Part I of the questionnaire covered the profile variables and Part II dealt with the job satisfaction of the teachers. The data were analyzed using statistical tools such as frequency counts or percentages, average weighted mean and analysis of variance (ANOVA).

Results

Based on the analysis and interpretation of data, the following salient findings were drawn: 1) Most of the public elementary school teachers belong to age bracket 31–40 years (39 percent) female (71 percent) married (76 percent) had MA units (78 percent) had attended 6-10 number of relevant trainings in the national level ( 45 percent) 1 –5 number of relevant trainings in the regional level ( 78 percent) 1 –5 number of relevant trainings in the division level ( 87 percent) and 1 –5 number of relevant trainings in the district level (89 or 89 percent) and had 5 years and below teaching (29 or 29 percent). 2) The level of instructional management of the public elementary school teachers in the K to 12 programs obtained an overall weighted mean of (3.72) in planning (3.73) organizing (3.70) controlling (3.78) directing (3.77) implementing and evaluating (3.82). 3) There is no significant difference between the level of instructional management of public elementary school teachers in the K-12 program across age, sex, civil status, number of relevant training.

Discussions

Based on salient the findings of this study the following are hereby recommended 1) Since the majority of the teachers have just earned their master units, all concerned teachers should be encouraged, enhance their professional growth by pursuing their graduate and post-graduate studies. 2) Well-Planned development activities focus on the instructional management of the K to 12 programs should be organized by the educational institutions. 3) The more intensified training program should be designed, formulated and implemented to upgrade competencies in their instructional management of the K to 12 programs. 4) The public elementary school teachers should level up their high level of instructional management in the K to 12 programs.