SCHOOL-BASED INSET MANAGEMENT OF SCHOOL HEADS AND TEACHERS' PERCEIVED INSTRUCTIONAL GROWTH IN HINATUAN SOUTH DISTRICT, DIVISION OF SURIGAO DEL SUR: A DESCRIPTIVE-CORRELATIONAL APPROACH

Education

This study determined the relationship between school-based In-Service Training for Teachers (INSET) management of school heads and teachers' perceived instructional growth in Hinatuan South District, Division of Surigao del Sur. Employing a quantitative cross-sectional descriptive-correlational survey design, the study involved 53 teacher-respondents from four geographically proximate schools—Loyola Elementary School, Loyola National High School, Aloba Elementary School, and Tarusan Integrated School—selected through cluster sampling with total enumeration for School Year 2025–2026. A researcher-made, expert-validated questionnaire using a five-point Likert scale measured school-based INSET management of school heads across five dimensions (needs assessment and training planning, goal-setting and alignment with school priorities and learning outcomes, organization and delivery, participant engagement and support, and monitoring, evaluation, and documentation), and teachers' perceived instructional growth across five domains (pedagogical knowledge and instructional strategies, lesson planning and curriculum alignment, classroom management and learning environment, assessment practices and feedback to learners, and reflective practice and continuous improvement). Weighted mean, standard deviation, Pearson product-moment correlation, and multiple linear regression were the statistical tools used. Results revealed that school-based INSET management was High overall (M = 4.01), with organization and delivery rated highest (M = 4.17) and monitoring, evaluation, and documentation lowest (M = 3.82). Teachers' perceived instructional growth was High overall (M = 4.04), with pedagogical knowledge and instructional strategies rated highest (M = 4.14) and assessment practices and feedback to learners lowest (M = 3.90). A significant strong positive relationship was found between overall INSET management and teachers' perceived instructional growth (r = .718, p < .001), leading to rejection of the null hypothesis. Multiple regression analysis showed that the model was significant [F(5, 47) = 12.22, p < .001, R² = .565], with participant engagement and support as the strongest significant predictor (β = .376, p = .001), followed by organization and delivery (β = .231, p = .025), monitoring, evaluation, and documentation (β = .210, p = .044), and goal-setting and alignment (β = .202, p = .046). Needs assessment and training planning did not emerge as a significant predictor (β = .129, p = .207). A five-component INSET Enhancement Plan was proposed to prioritize coaching, monitoring, practice-oriented delivery, and alignment.

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