Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 34 no. 4 (2025)

Experiences of Teachers in School Administrator and Instructional Support: Management Plan

Charie Cuizon

Discipline: Education

 

Abstract:

This research explored the lived experiences of the teachers about the school administrators’ instructional support of Malabuyoc District, Cebu for the School Year 2023-2024 as a basis for a proposed management plan. This study is anchored on Vygotsky Scaffolding and Zone of Proximal Development (ZPD) Theory and Kolb’s Experiential Learning Theory. This study used a mixed-method research design. There is no specific sequence in gathering the quantitative and qualitative data. The quantitative data are presented in a descriptive table to show the level of Collegiality, Classroom Management and Professional Development. Whereas the qualitative data are treated using thematic analysis by Braun and Clarke. There were 33 respondents to this study. To have a descriptive view of the extent of the public-school teachers’ perception regarding the school administrators’ instructional support as to classroom management, collegiality, and professional development, mean and standard deviation were used. To obtain the lens of the lived experiences between the school’s instructional support and the teachers, Braun and Clarke’s thematic analysis was used. Under the qualitative analysis, this study captured 7 core themes namely: coping with intrinsic negativities, overcoming obstacles, Mentoring the mentors, Reaching the goals, achieving a conducive learning environment, Deciding the appropriate strategies and methods, and exemplifying the right attitude. The meaning of the themes is capsulated to one – COMRADE. Teachers received various support from the school administrators. During classroom discussions, school administrators perform their duties and responsibilities to provide quality feedback and constructive comments and suggestions to better the teaching performance of the teachers. When teachers are provided with a supportive learning environment, they advance in their pedagogy making their classroom a conducive and positive learning environment. Making the teachers scaffolded with the necessary skills and teaching competence creates a domino effect on the academic performance of the learners. This study highly recommends capacitating activities during the faculty meetings where school administrators will lead the team in realizing their full potential. Providing quality feedback should be sustained. School heads will continue to allow the teachers to be exposed to different relevant training and seminars.



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