📄 Abstract
This quantitative descriptive-correlational study determined the relationship between the instructional management of school heads and the holistic development of public secondary school teachers in Davao de Oro Division. Specifically, it examined the level of instructional management of school heads in terms of framing the school goals, communicating the school goals, supervising and evaluating instruction, coordinating the curriculum, monitoring student progress, protecting instructional time, maintaining high visibility, providing incentives for teachers, promoting professional development, and providing incentives for learning; the level of holistic development of public secondary school teachers in terms of personal development and professional development; the significant relationship between the two variables; and the domains of instructional management of school heads that significantly influenced the holistic development of teachers. Adapted survey questionnaires were used to gather the data, and the responses were analyzed using mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis. Findings revealed that the level of instructional management of school heads was high. Among its indicators, monitoring student progress obtained the highest rating and was described as very high, while maintaining high visibility obtained the lowest rating and was described as moderate. The level of holistic development of public secondary school teachers was also high. The results further revealed a significant moderate positive relationship between instructional management of school heads and the holistic development of teachers. Regression analysis showed that the domains of instructional management of school heads significantly influenced the holistic development of teachers, with monitoring student progress having the strongest relative influence. The study concluded that school heads’ instructional management practices play an important role in supporting the personal and professional development of teachers. It is recommended that school heads strengthen protecting instructional time and maintaining high visibility while sustaining effective practices in monitoring student progress, curriculum coordination, supervision, and professional development support.
🏷️ Keywords
📚 How to Cite:
Ariel F. Dumanig , INSTRUCTIONAL MANAGEMENT OF SCHOOL HEADS AND HOLISTIC DEVELOPMENT OF PUBLIC SECONDARY SCHOOL TEACHERS OF DAVAO DE ORO DIVISION , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 254 - 266 , DOI: https://doi.org/10.36713/epra28459