The Scheme for Improving Educational Materials of Teachers in Public Elementary Schools: A Post Hoc Study

Abstract

This study aimed to examine the significant difference in the scheme for improving educational materials among public elementary school teachers when grouped according to their demographic profile. A descriptive-comparative research design was employed, with 200 public elementary school teachers in Manay District, Division of Davao Oriental, participating as respondents. Data were collected using a structured survey questionnaire and analyzed through frequency, percentage, mean, standard deviation (SD), independent t-test, and one-way analysis of variance (ANOVA). The findings revealed that most teachers hold a college degree, while others have obtained a master’s degree. In terms of marital status, nearly half of the respondents are single, while the rest are either married or separated. Regarding years in service, many have less than five years of teaching experience, while others have been in service for a longer period. Additionally, teachers demonstrated a very high level of skill in improving educational materials. Further analysis showed a significant difference in teachers' schemes for improving educational materials when grouped according to educational attainment, marital status, and years in service. Based on these findings, it is recommended that school administrators provide continuous professional development programs focused on instructional material development. Encouraging teachers to pursue advanced education and fostering collaboration in creating high-quality educational materials may further enhance their ability to improve instructional resources. Strengthening institutional support and resource allocation can also contribute to sustaining and advancing the scheme for improving educational materials in public elementary schools.