Approaches for Developing Instructional Resources and Relational Domains of Teachers in Public Secondary Schools

Abstract

This study was conducted to determine the approaches for developing instructional resources and the relational domains of teachers in public secondary schools in the Paquibato District, Division of Davao City. A non-experimental quantitative research design utilizing the correlational method was employed. The respondents of the study were 131 teachers, selected through universal sampling. Both descriptive and inferential statistical tools were used to analyze the data. Descriptive statistics, specifically the mean, were used to determine the levels of the variables. Inferential statistics included the Pearson Product-Moment Correlation Coefficient (Pearson r) to examine the relationship between variables, and Regression Analysis to determine the influence of the approaches for developing instructional resources on the relational domains of teachers. The results revealed that the levels of both the approaches for developing instructional resources and the relational domains of teachers were high. A significant relationship was found between the approaches for developing instructional resources and the relational domains of teachers in public secondary schools (r = 0.820; p-value = 0.000). Furthermore, the domains of approaches for developing instructional resources significantly influenced the relational domains of teachers (r = 0.850; p-value = 0.000). It is recommended that school administrators provide continuous professional development programs focusing on innovative strategies for developing instructional resources. Additionally, teachers may encorage to collaborate and share best practices to strengthen their relational domains.