ABSTRACT
This study determined the level of usage of the monitoring and evaluation strategies of school heads on the teaching and learning of pupils in Malilipot District. Specifically, it answered the following sub-problems: 1. What are the strategies employed by the school heads in monitoring and evaluation on the teaching and learning of pupils; What is the level of usage of the strategies along learning infrastructure; teacher quality; learning resources; school environment; and managing change; What are the effects of the strategies to the teaching and learning of the pupils; What are the problems encountered on the use of the strategies; and What monitoring and evaluation plan may be proposed to address the problems?
The researcher employed the survey type of research. The level of usage of the strategies employed by the school heads in monitoring the teaching and learning of pupils was determined. Likewise, the effects of the strategies and the problems encountered were identified. A monitoring and evaluation plan was offered to address the problems. The study has a total of 226 respondents. Among them, 14 are school heads and 212 are teachers. The data on strategies employed by the school heads in monitoring and evaluation of the teaching and learning of pupils was treated using frequency count and percentage. However, to determine the level of usage and the effects of the strategies, frequency count and weighted mean were used. Frequency count and ranking were utilized to identify the problems encountered by the respondents.
Findings
The findings of the study were as follows:
1. Among the strategies, teacher quality had the highest frequency at 210, or 92.92 percent, highlighting its importance in educational success. Learning resources followed with 208 or 92.04 percent, and learning infrastructure ranked third at 206 or 91.15 percent. The school environment was next with 205 or 90.71 percent, and managing change had 201 or 88.94 percent. These results emphasize the central role of teacher quality while also recognizing the significance of resources, infrastructure, and a supportive school environment.
2. a. The level of usage of the strategies along learning infrastructure. In this area, accessibility to educational tools and equipment for evaluation had the highest rating at 4.78, followed by availability of updated learning materials for assessment at 4.77, and suitability of infrastructure for diverse needs of monitoring at 4.72. The adequacy of physical classroom space for monitoring activities scored 4.60. These ratings are described adjectivally as always. However, the integration of technology to monitor academic performance received the lowest rating of 3.97 with a description of often. Despite this, the overall average is 4.57, reflecting a strong performance, though greater emphasis on technology integration could further improve outcomes.
b. The level of usage of the strategies along teacher quality. The indicators in this area received the following ratings: encouragement of student engagement and critical thinking during evaluation scored 4.69, continuous professional development of teachers in monitoring techniques received 4.67, differentiated instruction to accommodate diverse learners in assessment was rated 4.60, implementation of effective teaching strategies for academic monitoring scored 4.58, and use of innovative assessment methods for academic evaluation received 4.57. The overall average is 4.62, with all indicators described as "always," reflecting consistent and strong practices. However, there is potential for improvement, particularly in further integrating innovative assessment methods and enhancing differentiated instruction to better serve diverse learners.
c. The level of usage of the strategies along learning resources. All indicators in this area are rated as "often." The adequacy of library and research facilities for evaluation received 4.18, the integration of real-world applications in assessments scored 4.07, and access to digital resources and online tools for monitoring was rated 4.05. The diversity of educational resources for assessing pupils scored 4.02, while the availability of various learning materials for evaluation received 3.98. The overall average rating is 4.06, indicating a solid foundation for evaluation, though there is potential for improvement in enhancing the variety and availability of learning materials.
d. The level of usage of the strategies along school environment. The highest-rated indicator in this area is accessible and well-maintained school facilities for monitoring, with a score of 4.80. Positive teacher-student relationships for effective evaluation, at 4.71, and adequate safety measures and security during assessments, got 4.60, A supportive and inclusive school culture for academic monitoring scored 4.52, while opportunities for extracurricular activities linked to academic performance received 4.39. The overall average rating is 4.60, with all indicators described as "always" reflecting a strong and effective school environment for monitoring and evaluation, though there is room for enhancing extracurricular opportunities.
e. The level of usage of the strategies along managing change. The three indicators in this area were rated as "always": the clear communication of changes to all stakeholders in academic monitoring got (4.78), the training programs for teachers on new monitoring methodologies gained (4.71), and the involvement of teachers in decision-making processes related to monitoring (4.32). On the other hand, adaptability of teachers and students to changes in monitoring strategies got (4.17) and the continuous evaluation and feedback on implemented changes in monitoring scored (4.16) labeled as "often." The overall average rating is 4.43, also described as "always," reflecting a generally effective approach to academic monitoring with opportunities to improve adaptability and feedback mechanisms.
f. Summary on the level of usage of the strategies. Teacher quality achieved the highest average weighted mean of 4.62, followed closely by the school environment at 4.60 and learning infrastructure at 4.57, all described as "always." The managing change received a rating of 4.43, which was also classified as "always." In contrast, learning resources scored lower at 4.06, described as "often." The overall average rating is 4.46, categorized as "always," indicating a strong overall performance, though there is a need to improve the availability and quality of learning resources.
3. Among the identified effects of the strategies on teaching and learning, continuous professional development received the highest rating of 4.90, followed by fostering creativity at 4.84 and promoting independent research at 4.81. Other notable ratings include access to current information (4.74), active participation (4.72), and both catering to diverse needs and diverse learning resources (4.71). The ratings for addressing learning styles (4.69) and effective teaching strategies (4.68) also highlight tailored instruction.
Fostering hands-on learning scored 4.64, and connecting theory to practice received 4.62. An optimal learning environment garnered 4.60, while enhanced engagement and well-rounded education both scored 4.51. Finally, preparation for the future received 4.34. The overall average rating is 4.67, with all indicators described as "strongly agree," reflecting a significant positive impact of the strategies on student learning outcomes
4. Based on the identified problems encountered, the top-ranked issue is multiple responsibilities, which received a frequency of 180. Limited training opportunities rank second with a frequency of 110. Insufficient communication, with a frequency of 90, is the third-ranked problem. The lack of standardized criteria, with a frequency of 81, is in fourth place. Limited resources are the fifth-ranked issue, with a frequency of 65.
Additionally, inadequate time ranked sixth, with a frequency of 50. Lack of data, reported with a frequency of 8, is the seventh-ranked problem. Resistance to evaluation ranked eighth, with a frequency of 7. The ninth-ranked issue is inconsistency in grading, noted with a frequency of 5, while diverse assessment methods ranked last with a frequency of 4. This ranking highlights the critical challenges faced, emphasizing the need for targeted interventions to address these issues.
5. A monitoring and evaluation plan was presented to address the problems encountered in the use of the strategies.
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