Instructional Management Skills of Public Elementary Intermediate Teachers

Abstract

Introduction

In school, teachers are considered as the child’s second parents. They hold the responsibility of making every learner understand different concepts in every subject area. Various factors interplay in the aspects of teaching in a school which greatly affect how a child learns and relates to others. Such factors include the school environment, peers/classmates, classroom management strategies, activities of programs of the school.

Methods

The researcher used the descriptive correlational method of research was used in this study. A questionnaire checklist was used to gather data. The profiles of the respondents were determined the frequency counts and percentages.

Results

The following are the salient findings of this study: (1) A greater number of the respondents belong to the age bracket 31-40 years old that is 68 or 54 percent. Majority of them are females 92 or 73 percent, have earned their MA units 36 or 28.5 percent, have 6-10 years of teaching experience that is 46 or 36.5 percent, attended 7 or more trainings in the district, 88 or 70 percent, attended 1-3 trainings in the division 54 or 42.9 percent, regional 102 or 81 percent, national 102 or 81 percent and international 108 or 86 percent. (2) The levels of instructional management skills obtained an overall of 4.72 which describes as "Highly Skillful". (3) Significant differences exist among public intermediate teachers' levels of instructional management skills across profile variables' highest educational attainment, and relevant training attended in the district and division levels. (4) Significant relationships exist between the levels of instructional management skills of public elementary school intermediate teachers and their profile variables, highest educational attainment, relevant training in the district and division levels.

Discussions

Based on the aforecited findings and conclusions of this study, the following recommendations are forwarded: (1) The intermediate respondent teachers of the public schools of Urdaneta City should sustain their high profile through a variety of in-service training and upgrading. (2) The intermediate respondent teachers of the public schools of Urdaneta City should continue their professional growth and development by completing their post-graduate studies in a reputable institution. (3) The respondent public intermediate teachers should always maintain their very high level of instructional management skills even if their profile variables vary.