International Journal on Science and Technology

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Instructional Practices and Performance of Teachers in Select Public Elementary Schools

Author(s) Chris Marie S. Valmoria, Gina F. Labitad, PhD
Country Philippines
Abstract In today’s evolving educational landscape, teachers must adopt effective instructional practices to meet the growing demands for quality learning. This study assessed the instructional practices and school performance of 150 elementary teachers from the Sugbongcogon and Kinoguitan Districts in Misamis Oriental during the 2024–2025 school year. Utilizing a descriptive-correlational method and universal sampling, data were collected through a modified questionnaire and analyzed using descriptive statistics and Pearson correlation. The study examined key teaching domains such as lesson planning, assessment, action research, anecdotal records, and home visitation.
Findings revealed that while teachers consistently employed sound instructional methods, variability existed in certain areas. Assessment practices ranked highest, while anecdotal records were least practiced. In terms of school performance, timeliness scored the highest and quality the lowest. Notably, a significant relationship was found between lesson planning, assessment, and home visitation with teachers’ performance. The study underscores the importance of continuous professional development and the creation of engaging learning environments to enhance instructional effectiveness. It concludes that instructional practices, though generally impactful, vary across different school functions. These findings offer valuable insights for educators, school leaders, and policymakers to strengthen educational outcomes through targeted instructional strategies.
Keywords Instructional Practices, Teachers’ Performance
Field Sociology > Education
Published In Volume 16, Issue 2, April-June 2025
Published On 2025-05-21
DOI https://doi.org/10.71097/IJSAT.v16.i2.5390
Short DOI https://doi.org/g9mq8d
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