Educational Management Stratagems and Instructional Standpoints of Teachers in Public Elementary Schools
April Mariz G. Mendador, Josephine B. Baguio
Asian Journal of Education and Social Studies · pp. 411–418 · Published 12 Aug 2024
10.9734/ajess/2024/v50i81539Abstract
This study investigated the relationship between educational management strategies and instructional practices of teachers in public elementary schools in Mati District, Davao Oriental, Philippines. A correlational research design was employed to examine the data collected from 131 teachers through a quantitative survey. Mean, Pearson r, and regression analysis were utilized to analyze the data. Results indicated that both educational management strategies and instructional practices were moderately manifested among teachers. A significant positive relationship was found between these variables, with specific educational management domains significantly influencing instructional practices. Based on these findings, it is recommended that school administrators enhance their management strategies by addressing areas with lower manifestation levels. Furthermore, targeted professional development programs should be implemented to improve teachers' instructional capabilities.
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