World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XI (November 2025), pp.442-449
DIVINA S. GOMBA, LPT
Victor B. Duran Elementary School
Abstract
Effective school leadership is universally recognized as a pivotal factor in driving educational quality. This study investigates the correlational relationship between the level of technical assistance (TA) provided by school heads and the resultant teachers' performance as reflected in learners' academic outcomes within the elementary and secondary schools of the 3rd Congressional District of Pio V. Corpus, Masbate. Utilizing a descriptive-correlational research design, data were collected from 37 teacher-respondents using a validated researcher-made questionnaire. The findings reveal that school heads’ technical assistance was generally rated as high (Often to Always), with professional development being the strongest dimension, while resource support presented challenges. Concurrently, teachers’ performance was also highly rated (Strongly Agree), demonstrating proficiency in classroom management and lesson delivery but lower scores in technology integration and influencing learners’ proficiency levels. A moderate positive relationship (Pearson r = 0.43) was found between the school head’s technical assistance and teachers’ performance/learner outcomes, suggesting that sustained, structured leadership support is a significant contributor to instructional effectiveness and student success. The study concludes with recommendations for strengthening leadership accountability, institutionalizing systematic coaching, and bolstering resource mobilization efforts to maximize educational quality.
Keywords: School Leadership, Technical Assistance, Teachers’ Performance, Learner Outcomes, Instructional Supervision, Professional Development.
Introduction
The mandate for quality education in the Philippines places significant responsibility on school leadership to not only manage the administrative functions of an institution but also to actively lead its instructional core. As pivotal figures in shaping classroom practice and ensuring learner success, school heads are tasked with providing sustained, needs-based technical assistance (TA). This assistance encompasses a range of activities, including coaching, providing constructive classroom observation feedback, facilitating Learning Action Cells (LAC), and delivering data-informed instructional support.
Strong TA is the bedrock upon which high-quality instruction is built, enabling teachers to refine essential skills such as designing standards-aligned lessons, implementing appropriate assessments, employing differentiated instruction, and engaging in reflective practice. Ultimately, these refined instructional competencies foster better student engagement and, consequently, improved academic outcomes.
The imperative for school heads to function as instructional leaders is deeply embedded in Philippine educational law. Republic Act 9155, or the Governance of Basic Education Act of 2001, explicitly identifies school heads as the instructional leaders accountable for improving teaching and learning outcomes. This role was further reinforced by Republic Act 10533, the Enhanced Basic Education Act of 2013, which underscores the need for effective curriculum implementation requiring continuous support from school leaders to teachers delivering the K to 12 Program. These laws affirm that the success of national educational reforms hinges on the guidance and mentorship provided by school heads.
In institutionalizing standards for practice and support, the Department of Education (DepEd) mandates key mechanisms:
Philippine Professional Standards for Teachers (PPST) (DepEd Order No. 42, s. 2017): This framework sets explicit performance expectations for teachers across career stages in areas like content knowledge, pedagogy, and assessment. School heads are crucial in operationalizing these standards through targeted technical assistance.
Learning Action Cell (LAC) (DepEd Order No. 35, s. 2016): Institutionalizes collaborative professional development, identifying the school head as the key facilitator of peer learning, mentoring, and professional growth.
Results-Based Performance Management System (RPMS) (DepEd Order No. 2, s. 2015): Provides the standardized framework for performance planning, coaching, monitoring, and appraisal. Through RPMS, TA is explicitly linked to ensuring accountability and driving continuous improvement in learner outcomes.
These policies establish that technical assistance transcends mere administrative compliance; it is a core leadership responsibility that directly determines instructional quality and student achievement. By fostering a culture of collaboration and shared accountability, TA mechanisms enable teachers to collectively address contemporary learning demands such as digital literacy and critical thinking. Ultimately, consistent and meaningful technical assistance is the essential factor that advances the national goal of equitable, accessible, and quality education for all learners in the K to 12 curriculum.
Despite the robust legal and policy frameworks established by DepEd, empirical evidence remains limited on how effectively leadership support translates into quantifiable improvements in teaching practices and learner outcomes in specific divisional contexts. This study addresses this gap by directly examining the relationship between the technical assistance provided by school heads and the performance of teachers, as reflected in learners' academic outcomes, within the 3rd Congressional District of Pio V. Corpus, Masbate.
Statement of the Problem
The study aims to address the following research questions:
What is the profile of the teachers in terms of key demographic and professional characteristics, including age, sex, educational attainment, length of service, and current position?
How does the school head provide technical assistance in critical areas such as instructional supervision, professional development, resource support, and monitoring and evaluation?
How do teachers’ performance and learners’ academic outcomes align, particularly in classroom management and learner engagement, lesson delivery and strategies, the achievement of learning competencies, as well as teachers' commitment, work ethics, and the proficiency levels of their students?
Is there a significant relationship between the technical assistance provided by the school head and teachers’ performance, as reflected in the academic outcomes of learners?
Methodology
Research Design and Locale
This study utilized a descriptive-correlational method of research. This quantitative approach was chosen to provide a detailed account of specific variables (technical assistance and teacher performance) and to simultaneously examine the statistical relationship between them, without any manipulation of the variables. The research was conducted in both elementary and secondary schools within the 3rd Congressional District of Pio V. Corpus, Masbate.
Respondents and Sampling
The study surveyed a total of thirty-seven (37) teacher-respondents from selected schools, including Victor B. Duran Elementary School, Alegria Elementary School, Eutiquio C. Serafin Sr. Elementary School, and Salvacion Integrated School. Random sampling was employed, ensuring that every individual in the target population had an equal chance of selection, thereby minimizing bias and enhancing the sample's representativeness. A 100% retrieval rate was achieved.
Research Instrument and Statistical Treatment
The main data-gathering instrument was a researcher-made questionnaire that had been validated by selected colleagues to ensure content validity. The instrument consisted of three main parts:
Part I: Assessed the teachers’ demographic profile (age, sex, educational attainment, length of service, and present position).
Part II (Independent Variable): Measured the Level of Technical Assistance provided by the school head across four dimensions (Instructional Supervision, Professional Development, Resource Support, and Monitoring and Evaluation), using a 4-level Likert scale (3.26–4 = Always, 2.51–3.25 = Often, etc.).
Part III (Dependent Variable): Measured the Level of Teachers’ Performance as reflected in learners’ academic outcomes across three dimensions (Classroom Management, Lesson Delivery, and Commitment/Work Ethics), using a 4-level Likert scale (3.26–4 = Strongly Agree, 2.51–3.25 = Agree, etc.).
Statistical analysis involved:
Frequency Count and Percentage: Used for the demographic profile.
Weighted Mean: Used to determine the numerical representation of the levels of technical assistance and teacher performance.
Pearson Correlation (Pearson r): Utilized to test the hypothesis of a significant relationship between technical assistance and teacher performance.
Results and Discussion
1.Demographic Profile of Teachers
The demographic analysis of the 37 teacher-respondents paints a picture of a relatively youthful and stable teaching workforce. The majority belong to the 31–40 years old group (29.73%) and the 41–50 years old group (27.03%), suggesting a workforce in its mid-career stage. A significant majority are female (67.57%) and hold a Bachelor’s degree (43.24%), though a combined 46.76% have pursued or completed Master’s or Doctoral levels, indicating a high commitment to continuous educational upgrading.
In terms of experience, the respondents show a balanced mix, with 32.43% having 1–5 years of service (fresh educators) and 21.62% having over 16 years (experienced educators). Most respondents (40.54%) hold the entry-level rank of Teacher I, which suggests a growing workforce still in the early phases of their professional career ladder. This profile—composed of young to mid-career, developing professionals—underscores the crucial need for sustained and effective technical assistance to facilitate their transition and professional advancement.
2. Level of Technical Assistance of the School Head
The overall level of technical assistance provided by the school head was assessed across four dimensions, with an overall rating ranging from Often (3.25) to Always (3.50).
A. Instructional Supervision
Instructional Supervision was rated with an overall weighted mean of 3.46 (Often). This indicates that school heads are performing supervisory functions effectively and providing substantial instructional guidance. The highest-rated indicator was the discussion of instructional strengths and areas for improvement (3.52, Always), highlighting the perceived value of constructive feedback. Conversely, the provision of mentoring and coaching for instructional practices (3.41, Often) received the lowest mean rating in this dimension. This suggests that while formal supervision is well-implemented, there is a distinct need for more systematic and sustained, individualized coaching to fully maximize teacher effectiveness. This finding aligns with studies demonstrating that instructional supervision, particularly supervisory competence, positively correlates with teacher performance in key areas like classroom management.
B. Professional Development
Professional Development emerged as the strongest dimension of technical assistance, with an overall weighted mean of 3.50 (Always). This high rating indicates that the school head provides considerable support for enhancing teachers’ professional competence. The encouragement of continuous professional learning (3.62, Always) and the organization of seminars and workshops (3.57, Always) received the highest ratings, confirming the school head’s proactive role in creating capacity-building opportunities. However, support for pursuing higher studies (3.35, Often) was rated comparatively lower, likely due to resource and institutional limitations. The strength of this dimension reflects a clear leadership priority toward updating teachers' knowledge and instructional strategies.
C. Resource Support
The level of Resource Support was the lowest-rated dimension, with an overall weighted mean of 3.25 (Often). Although the provision of adequate teaching and learning materials (3.31, Often) was rated highest within this dimension, indicating that essential resources are made available, the lower ratings for mobilizing partnerships (3.19, Often) and securing budget allocation (3.23, Often) reveal significant challenges. This suggests a need to strengthen external linkages, resource generation, and financial management to create a more sustainable resource mobilization plan that fully addresses instructional requirements. The relative weakness in this area highlights the need for transformational leaders who can ensure the equitable allocation of resources, especially in disadvantaged contexts.
D. Monitoring and Evaluation (M&E)
M&E practices obtained an overall weighted mean of 3.44 (Often). The highest-rated indicator was the use of evaluation results to improve school programs (3.49, Often), indicating that feedback mechanisms are effectively utilized for guiding school planning. The lowest rating was given to the evaluation of instructional strategies (3.38, Often). This finding suggests that while M&E efforts are recognized and used to strengthen accountability , there is potential for adopting more in-depth approaches in assessing instructional methodologies to further enhance outcomes.
3. Level of Teachers’ Performance and Learner Outcomes
Teachers' performance, as reflected in learner outcomes, was assessed as generally high across all dimensions, with an overall rating of Strongly Agree.
A. Classroom Management and Learner Engagement
Teachers rated their performance in this area with an overall weighted mean of 3.50 (Strongly Agree). This confirms that teachers perceive themselves as highly capable of managing classroom routines and maintaining a conducive learning environment. The highest rating was for the effective management of classroom routines (3.54, Strongly Agree), emphasizing efficient use of instructional time. However, engaging learners in interactive and participatory activities (3.46, Agree) received the lowest rating, suggesting a potential gap in applying innovative strategies to maximize active participation. Studies affirm that supervisory leadership, particularly in developing teachers and managing learning environments, is a vital driver of effective classroom instruction.
B. Lesson Delivery, Strategies, and Achievement of Learning Competencies
Performance in this dimension also received an overall weighted mean of 3.50 (Strongly Agree). This reflects strong teacher effectiveness in employing instructional methods that ensure clarity, systematic delivery, and attainment of learning outcomes. The highest ratings were for clear and systematic lesson delivery (3.57, Strongly Agree) and assuring that learners achieve intended competencies (3.54, Strongly Agree). The lowest-rated indicator, however, was the integration of technology and innovative practices (3.41, Agree). This critical finding suggests that while teachers are proficient in traditional instructional approaches, they require additional support and professional development to consistently maximize technology-driven and innovative teaching practices. Leadership assistance, particularly in technology integration and mentoring, has been shown to boost learner engagement and teacher efficiency.
C. Commitment, Work Ethics, and Learners’ Proficiency Levels
Teachers’ performance in this area garnered the highest overall weighted mean of 3.54 (Strongly Agree). This indicates that teachers consistently uphold high professional standards and demonstrate dedication. The highest rating was for upholding professional ethics and serving as role models (3.62, Strongly Agree) , demonstrating strong adherence to professional conduct. The lowest rating was for teaching contributions to learners’ proficiency levels (3.46, Agree). This relatively lower score, which falls slightly below the other indicators, may be influenced by external, non-instructional factors (e.g., home environment, resource availability). Nevertheless, the overall strong commitment and work ethics positively influence the academic environment , reinforcing the view that leadership behaviors impact motivation and organizational commitment.
4. Significant Relationship between Technical Assistance and Teachers’ Performance
The correlational analysis aimed to determine the extent to which the school head's technical assistance influences teacher performance as reflected in learner outcomes.
The results revealed a Pearson r value of 0.43, which indicates a moderate positive relationship between the two variables. This moderate positive correlation suggests that as the level of technical assistance provided by school heads increases, there is a tendency for teacher performance to improve.
While the relationship is not strong, its moderate level confirms that technical assistance is a significant factor in enhancing instructional practices and overall teacher effectiveness. It highlights the importance of continuous monitoring, coaching, and mentoring programs to sustain and further improve teachers’ professional competencies. The non-perfect correlation (r < 0.70) also implies that other variables—such as intrinsic teacher motivation, the availability of instructional resources, the teacher’s own classroom management skills, and individual professional development efforts—also significantly influence final performance and academic outcomes. Therefore, while leadership support is crucial, it operates within a broader ecosystem of factors contributing to success. The finding reinforces the argument that effective coaching and mentoring strengthen instructional competencies and foster positive organizational cultures essential for peer learning.
Conclusions and Recommendations
The study concludes that effective school leadership and the provision of structured technical assistance (TA) are pivotal to enhancing instructional quality, as confirmed by a moderate positive correlation with teacher performance and learner outcomes in the 3rd Congressional District of Pio V. Corpus, Masbate. While school heads excel in fostering professional development, this support is structurally incomplete due to significant challenges in resource mobilization, particularly the lack of external partnerships and dedicated budgets for instructional needs. Furthermore, while teachers are strong in traditional areas (e.g., classroom management), they lag in 21st-century skills like technology integration and proactive learner engagement. To ensure sustainable educational quality, the Department of Education must mandate policy actions: strengthen leadership training focusing on mentoring and coaching competencies; require the development of formal external partnerships to secure essential resources; and prioritize professional development that shifts definitively toward technology-driven teaching methods. Ultimately, achieving the nation's education goals depends on institutionalizing systematic coaching and feedback, empowering school heads to be proactive, accountable agents of instructional change.
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https://doi.org/10.65494/pinagpalapublishing.20
Vol. V Issue XI (November 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
