CHALLENGES AFFECTING THE INSTRUCTIONAL PROCESS VIS A VIS THE PROVISION OF LEARNING RESOURCES AND FACILITIES IN JOLO- II DIVISION OF SULU
DOI:
https://doi.org/10.62596/ahn19h06Keywords:
Resources and Facilities, Instructional Process, Environment Deficits, Student, Academic Endeavor, Teacher, adaptabilityAbstract
This study assessed how the Jolo II Division of Sulu's facilities and learning materials affected the teaching process. Purposive sampling was used to pick 100 teachers for the descriptive-correlational research design. Numerous statistical techniques, such as frequency counts, percentages, weighted means, standard deviations, Pearson's correlation, t-tests, and ANOVA, were used to analyze the data. While taking into account demographic factors including age, gender, civil status, education level, and duration of service, the study concentrated on the instructional process in connection to home-based and school-based involvement as well as decision-making/support roles. The results showed that most respondents were married, over 36 years old, mostly female, had more than 16 years of service, and had bachelor's degrees.Teachers typically rated problems pertaining to the teaching method and resource provision as favorable, giving them a "Agree" rating. Interestingly, individuals who had earned doctorates expressed a higher favorable opinion of the district's educational resources. The Teacher Adaptability Framework, which proposes that educators and stakeholders can adapt to resource scarcity, was supported by a substantial positive connection. The idea that the educational process can resist the hazards presented by subpar facilities is reinforced by Rutter's Risk and Protective Factors Model. Furthermore, this is consistent with Resilience Theory, which emphasizes that district-wide instructional quality maintenance is a team effort that depends on the interaction of family, school, and administrative support to counteract environmental deficits. In the end, the study advocates for cooperation with schools to support children's academic achievement by highlighting the crucial role of parental empowerment and involvement in the instructional procedures.
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