ABSTRACT
This study determined the significant relationship on the School Administrative Support and Teachers’ Performance in Delivering Grade 10 Technology and Livelihood Education (TLE). A proposed instructional supervisory plan was formulated based on the result of the study. This study utilized a descriptive-correlational research design to determine the relationship between school administrative support and teachers’ effectiveness in delivering Grade 10 Technology and Livelihood Education (TLE). The design was suitable for examining how various dimensions of administrative support—such as resource provision, professional development, communication, motivation, and monitoring—were associated with teachers’ instructional performance and pedagogical practices. Teachers’ effectiveness was assessed through multiple indicators, including lesson planning, instructional delivery, classroom management, use of resources, and assessment practices. The study aimed to generate evidence that served as the basis for the development of a proposed instructional supervisory plan to enhance TLE teaching effectiveness. Data were gathered through a systematic process that began with obtaining formal permission from the Schools Division Office, the school principal, and relevant supervisors. Once the necessary approvals were secured, the researcher administered a Likert-scale survey to teachers to measure their perceptions of school administrative support. A Classroom Observation Tool (COT) was employed to assess teachers’ pedagogical practices directly in TLE classrooms. Additionally, student achievement scores in TLE were collected to evaluate the relationship between teacher effectiveness and learner outcomes. The pre-planned schedule ensured minimal disruption to classroom activities. All quantitative data from the surveys, classroom observations, and student assessments were tabulated and statistically analyzed using descriptive statistics, correlation, and regression analyses to determine the relationships among administrative support, teacher effectiveness, and learner outcomes.
The Test of Relationship Between School Heads’ Support and Teachers’ Instructional Practices in TLE examines whether the extent of administrative and instructional support provided by school heads was significantly associated with the instructional practices demonstrated by TLE teachers. Pearson’s Product-Moment Correlation Coefficient was utilized to establish the strength and direction of the relationship between the variables, while appropriate inferential statistical procedures were employed to determine whether the observed relationship was statistically significant. The results revealed a very strong positive relationship between the extent of school heads’ support in TLE programs and teachers’ instructional practices. This means that higher levels of support from school heads tended to be associated with stronger instructional practices among TLE teachers. Specifically, administrative support involving the provision of instructional resources, professional development, communication and consultation, motivation and recognition, and monitoring and evaluation tended to accompany stronger practices in lesson planning, instructional delivery, utilization of resources and materials, assessment and feedback, classroom management, and student engagement. The strength of the relationship indicates that the two variables were closely associated among the respondents included in the study. The statistical analysis further established that the relationship between school heads’ support and teachers’ instructional practices was statistically significant. Consequently, the null hypothesis was rejected, confirming that meaningful variations in school-head support were associated with corresponding variations in teachers’ instructional practices. This finding suggests that supportive school leadership constitutes an important organizational condition for strengthening the quality of TLE instruction. Nevertheless, because the study employed a descriptive-correlational design, the findings should be interpreted as evidence of association rather than direct causation, since teachers’ instructional performance may also be influenced by professional experience, competence, available resources, learner characteristics, and other school-related factors. The results imply that the support provided by school heads was strongly and significantly associated with the quality of teachers’ instructional practices in TLE. School heads demonstrated a high level of administrative and instructional support, while teachers demonstrated a very high level of instructional practice. The result implies that stronger administrative support tended to accompany stronger instructional practices among TLE teachers. Thus, sustaining adequate resource provision, relevant professional development opportunities, open communication and consultation, teacher recognition and motivation, systematic instructional monitoring, and constructive feedback can create supportive conditions that enable teachers to maintain and further strengthen effective TLE instruction, ultimately contributing to improved teaching quality and learner competency development.
Keywords: School Administrative Support, Teachers’ Performance, Grade 10, TLE
INTRODUCTION
School administrative support plays a critical role in shaping the effectiveness of teachers in delivering Grade 10 Technology and Livelihood Education (TLE). TLE is a vital subject in the Philippine K–12 curriculum, as it equips learners with practical skills, an entrepreneurial mindset, and livelihood opportunities. Beyond theoretical knowledge, it emphasizes real-life application, enabling students to use competencies in everyday scenarios. Administrative support, therefore, is essential to ensure that teachers can implement these lessons effectively, providing learners with meaningful, hands-on experiences. School leaders who actively provide resources, guidance, and supervision empower teachers to deliver lessons that are both engaging and aligned with curriculum standards, ensuring students acquire the technical and practical skills necessary for higher education or immediate employment.
Salas and Soriano (2020) found that schools in the Philippines where administrators provided structured support, access to instructional materials, and timely feedback to teachers observed significant improvements in student engagement and achievement in vocational and technical subjects. Similarly, Gonzales (2018) reported that effective administrative support, including professional development and monitoring, enhanced teachers’ pedagogical practices in TLE, which led to better mastery of skills among learners. These studies underscore that when school heads use evidence-based leadership practices, teachers gain confidence in their teaching, employ more effective instructional strategies, and students demonstrate improved academic performance.
From the researcher’s standpoint, exploring the relationship between school administrative support and teacher effectiveness in TLE is both personally and professionally relevant. As a TLE teacher, the researcher has observed that administrative encouragement, timely provision of resources, and structured professional development foster a productive learning environment. Classroom activities such as school-based Technolympics, when fully supported by school heads, allow students to apply technical skills in authentic contexts, enhancing both engagement and achievement. Without such support, lessons often remain theoretical, limiting students’ opportunities to practice and master essential skills. By investigating this dynamic, the researcher aims to provide evidence on how administrative actions influence teaching quality and student outcomes, offering recommendations to improve TLE instruction.
Several challenges are encountered in practice. Limited availability of instructional materials, delays in administrative approvals, and inconsistent monitoring hinder effective lesson delivery. Teachers sometimes lack access to professional development programs or structured evaluation tools, making it difficult to track student learning and align teaching with DepEd standards. Resistance to new strategies or workloads can also discourage teachers from implementing innovative, student-centered approaches. These challenges demonstrate the critical need to understand how administrative support affects teacher performance and, in turn, student achievement in TLE.
Pursuing this study is necessary to generate insights on the influence of school administrative support on TLE instruction. Understanding this relationship will inform actionable strategies for school leaders to enhance teacher effectiveness, ensure meaningful learning experiences, and improve the achievement of Grade 10 learners. The findings will serve as a foundation for proposing interventions that strengthen leadership practices and promote high-quality, hands-on education in TLE.
This study determined the significant relationship on the School Administrative Support and Teachers’ Performance in Delivering Grade 10 Technology and Livelihood Education (TLE). A proposed instructional supervisory plan was formulated based on the result of the study.
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