Assessment of the instructional planning practices of SHS teachers

Abstract

Teachers’ instructional planning practices play a crucial role in enhancing educational processes. By meticulously mapping out the curriculum, teachers receive clear instructional guidelines aimed at attaining specific learning objectives and goals. This study aimed to assess and document instructional planning practices of the SHS teachers in the Division of Zamboanga City. A hybrid method, specifically an explanatory sequential research design, was utilized to determine the frequency level of teachers’ instructional planning and the significant differences in the instructional planning practices of teachers pertinent to length of service and area of specialization. Framed from the Philippine Professional Standards for Teachers (PPST), the study found that the SHS teachers frequently practice the five domains investigated relative to instructional planning: content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, and assessment and reporting, which are PPST Domains 1 through 5, respectively. However, teachers occasionally practice the specific strand within Domain 1, utilization of research-based knowledge and principles of teaching and learning, and the one within Domain 3, creation, modification, and practice of instructional strategies, adaptable to students with abilities, gifts, and disabilities. Based on the findings, the following recommendations are presented: utilize the findings of the study as a reference for formulating policies, guidelines, and training frameworks in the conduct of Division and Regional training for teachers; and implement the proposed professional enhancement model.