SCHOOL-BASED PRACTICES OF SCHOOL HEADS AS PREDICTORS OF TEACHING EFFECTIVENESS AMONG ELEMENTARY TEACHERS OF CLUSTER 4, HINATUAN NORTH DISTRICT, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE CORRELATIONAL DESIGN

Education

This study determined the relationship between the school-based practices of school heads and the teaching effectiveness of elementary teachers at Campa Elementary School, Hinatuan North District, Division of Surigao del Sur. Specifically, it examined the level of school-based practices in terms of curriculum and instruction, classroom management, and assessment and evaluation, as well as the level of teaching effectiveness in terms of management of students’ behavior, organization of instruction, assessment of students’ learning, and adjustment of learning. Anchored on the Instructional Leadership Theory of Hallinger and Murphy (1985), the study employed a quantitative descriptive-correlational research design using complete enumeration involving six elementary teachers as respondents. Data were gathered through adapted and validated questionnaires utilizing a 5-point Likert scale and were analyzed using mean, standard deviation, Pearson Product-Moment Correlation Coefficient, and Multiple Linear Regression Analysis. Findings revealed that the school-based practices of the school head and the teaching effectiveness of teachers were both rated “Consistently Demonstrated” across all domains. Correlation analysis further showed that curriculum and instruction, classroom management, and assessment and evaluation had significant positive relationships with teaching effectiveness. Moreover, regression analysis indicated that the school-based practices of the school head significantly predicted the teaching effectiveness of elementary teachers. The study concluded that effective instructional leadership and school-based practices contribute significantly to enhancing teaching effectiveness; thus, continuous strengthening of instructional supervision, classroom support systems, and assessment-driven interventions is highly recommended to sustain quality teaching and learning in elementary schools.

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