PRINCIPALS' INSTRUCTIONAL MANAGEMENT VIS-À-VIS THE TEACHER’S TEACHING PRACTICES

This study aimed to find out the instructional management of principals and observe teachers' teaching practices in MacArthur District, Division of Leyte. Employing descriptive-correlational research a survey design was chosen to make sure collection of data which precisely describes the nature of prevailing conditions at a specific point in time. Principals in MacArthur District belonged to the old age. The district has more female principals than their male counterpart. Almost all of the school heads were married and experienced teachers and rendered lengthy service in their work. They possessed enough knowledge and skills in instructional management and were qualified for the principal position. They were appointed principals/Head Teachers in MacArthur District and were equipped with quality trainings in terms of managing the school. The extent of principal's instructional management 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 were almost always manifested or very high. Teacher's teaching practices in terms of the learner and the learning; content knowledge and skills; instructional practice and professional responsibility were rated "Often" which manifested that the teachers in their respective classes has frequently performed the teaching pedagogy described as good. It was concluded that the principals instructional management had affected the teachers' teaching practices. The very high principal's instructional management resulted to good and effective teaching practice in terms of the learner and the learning; content knowledge and skills, instructional practices and professional responsibility