Instructional Management Practices and Curriculum Leadership Skills of Teachers: Basis for Enhancing Teaching-Learning Process

This study determined the level of instructional management practices and curriculum leadership skills of the teachers in Daet South District as basis for enhancing the teaching-learning process. Specifically, it addressed: 1) the level of instructional management practices of teachers in terms of planning lessons; structured and well-sequenced lessons; and instructional strategies and assessment? 2) the level of curriculum leadership skills of the teachers in basic education in terms of content knowledge and pedagogy; learning environment; diversity of learners; and curriculum and planning? 3) the significant relationship between the curriculum leadership skills of the teachers in basic education and their instructional management practices? 4) the curriculum leadership skills of teachers that affect their instructional practices in basic education and the teaching-learning process in terms of alignment between instruction and learning standards; quality of differentiated and inclusive teaching strategies; data-informed instructional decision-making; and collaboration and innovation in lesson delivery? and 5) a proposed intervention to enhance the instructional leadership practices and curriculum leadership skills of the teachers. The study involved 173 elementary teachers from Daet South District. It made use of the quantitative, descriptive-correlational research design and a survey-questionnaire subjected to weighted mean and Spearman Rho Correlation. The teachers’ instructional management practices were highly practiced, particularly in using varied teaching strategies, delivering well-structured lessons, and integrating technology and learning resources to enhance instruction. Teachers’ curriculum leadership skills were highly skilled, particularly in ICT integration, inclusive learning environments, adapting to diverse learners, and curriculum planning that reflects local values. Curriculum leadership skills were significantly correlated with instructional management practices, indicating that stronger leadership skills are associated with better instructional management. Teachers’ curriculum leadership skills highly affected instructional practices, particularly in standards alignment, inclusive teaching, data-driven decisions, and innovative instruction. A booklet was developed to enhance teachers’ instructional management and curriculum leadership skills.

instructional management, curriculum leadership, structured and well-sequenced lessons, instructional strategies and assessment, content knowledge and pedagogy

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