World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VIII (August 2026), pp.176-183
Author
Clouie R. Evangelista
Graduate Studies Program, Tarlac State University
Abstract
This study examined the instructional management practices of school heads and their influence on the instructional delivery of non–Early Childhood Education (non-ECE) teachers assigned to kindergarten in selected public elementary schools in the Victoria East and Victoria West Districts, Schools Division of Tarlac Province. It explored the support provided by school heads, the challenges encountered in implementing the kindergarten curriculum, and the strategies used to address these challenges. The findings also served as the basis for developing an instructional management plan for non-ECE kindergarten teachers.
Using a qualitative case study design, the study involved fourteen school heads and fifteen non-ECE kindergarten teachers selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using thematic analysis.
The findings revealed that school heads supported teachers through instructional supervision, mentoring and coaching, LAC sessions, classroom monitoring, feedback, collaborative planning, and resource-based innovation. These practices helped improve teachers’ confidence, lesson preparation, classroom management, and delivery of developmentally appropriate learning experiences. However, limited ECE training, insufficient instructional materials, heavy workloads, time constraints, and limited experience in handling young children remained significant challenges.
The study concluded that strong instructional leadership, continuous mentoring, and professional development are essential in improving the instructional delivery of non-ECE kindergarten teachers. An instructional management plan was developed to strengthen instructional support and enhance the quality of kindergarten education.
Keywords: Instructional Management, Kindergarten Education, Non-ECE Teachers, School Heads, Instructional Support
DOI https://zenodo.org/records/22091415
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