📄 Abstract
This study aimed to determine the relationship between instructional resource adequacy and teaching performance of Home Economics teachers in the Division of Mati City. A quantitative descriptive-correlational research design was employed, involving 86 teacher-respondents using Slovin’s formula. Adapted and validated survey questionnaires were utilized to measure instructional resource adequacy across five domains, textbooks and educational materials, laboratory equipment and facilities, technological resources, physical resources, and human resources, and teaching performance in terms of course organization, quality of teaching, and evaluation and feedback of learning. Data were analyzed using weighted mean, standard deviation, Pearson product-moment correlation, and regression analysis at a 0.05 level of significance. Findings revealed that both instructional resource adequacy and teaching performance were at an extensive level, indicating that these were oftentimes evident among teachers. A significant relationship was found between instructional resource adequacy and teaching performance, and further analysis showed that instructional resource adequacy significantly influenced teaching performance, with technological and physical resources emerging as the strongest predictors. It was recommended that school administrators and DepEd officials strengthen the provision and effective utilization of instructional resources to further enhance teaching performance and improve the quality of Home Economics education.
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📚 How to Cite:
Rhodora D. Jimenez , INSTRUCTIONAL RESOURCE ADEQUACY AND TEACHING PERFORMANCE OF HOME ECONOMICS TEACHERS IN THE DIVISION OF MATI CITY , Volume 13 , Issue 6, June 2026, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , Pages: 20 - 30 , DOI: https://doi.org/10.36713/epra28211