Page 28 - GS_Journal_2015

GS Research Journal

PROBLEMS ENCOUNTERED BY TEACHERS IN THE USE OF MOTHER TONGUE
MICHELLE T. COSTALES

The main objective of this study was to determine the level of instructional management
of public elementary school teachers. The descriptive method of research was used. The
respondents were 100 teachers from the 26 public elementary school teachers in Urdaneta City
District II during the school year 2014 – 2015. The questionnaire was the main tool in gathering
the information needed. The data were analyzed using statistical tools such as frequency counts
or percentages, average weighted mean and analysis of variance (ANOVA).
Based on the analysis and interpretation of data, the following salient findings were
drawn: 1) Most of the public elementary school teachers belong to age bracket 31 – 40
years,female, married, had MA units, had attended 6-10 number of relevant trainings in the
national level, 1 – 5 number of relevant trainings in the regional level, 1 – 5 number of relevant
trainings in the division level, and 1 – 5 number of relevant trainings in the district level, and had
5 years and below teaching. 2) The level of instructional management of the public elementary
school teachers in the K to 12 program obtained an overall weighted mean of (3.72) in planning
(3.73) organizing (3.70) controlling (3.78) directing (3.77) implementing and evaluating (3.82).
3) There is no significant difference between the level of instructional management of public
elementary school teachers in the K-12 program across age, sex, civil status, number of relevant
trainings except in the national level and number of years of teaching experience except when
compared along evaluating.
Therefore, the following conclusions were formulated 1) The public elementary school
teachers of Urdaneta City are in their early adult, females, married equipped with relevant
educational qualifications and trainings and practically young in the service. 2) The public
elementary school teachers of Urdaneta City manifested a high level of instructional management
in the K to 12 program along planning, organizing, controlling, directing, implementing and
evaluating. 3) There is no significant difference between the level of instructional management
of public elementary school teachers in the K-12 program and the earlier mentioned variables
except in the number of relevant trainings in the national level and the number of years of
teaching experience when compared along evaluating. It is implied that regardless of these
variables the respondents perform in the same level of instructional management except the
variables in the number of relevant trainings in the national level and the number of years of
teaching experience when compared along evaluating.
On the basis of salient the findings of this study and the conclusions drawn the
following are hereby recommended 1) Since majority of the teachers have just earned their
masteral units and only two had masteral degree, all concerned teachers should be encouraged,
to enhance their professional growth by pursuing their graduate and post graduate studies
in a reputable institution. 2) A well-planned development activities focus on the instructional
management of the K to 12 program should be organized by the educational institutions. This
is necessary to sustain if not enhance the performance of public elementary teachers in their

16