This study sought to determine the teacher level factors affecting quality of instruction in Las Nieves District II, Division of Agusan del Norte. The respondents’ profile and the factors affecting quality of instruction as to orientation of learners, structuring of lesson, questioning, teaching modelling, application of learnings, classroom as a learning environment, management of time and assessment were gathered using a researcher-made questionnaire. Further, the significant difference between school heads’ and teachers’ responses was tested. The significant association between respondents’ profile and the factors affecting quality of instruction was also verified.
The researcher used both descriptive and comparative research design in conducting the study. Purposive sampling was used to determine the eight school heads and 91 teacher-respondents from public elementary schools of Las Nieves District II, Division of Agusan del Norte. After considering the problems, frequency, percentage, weighted mean, Mann-Whitney U-test, Chi-square test, One-sample Kolmogorov-Smirnov test were used to analyze the data.
The result revealed that majority of the respondents belong to the middle-age bracket. As to educational attainment, most of the respondents were not able to pursue post graduate studies. As to years in service, most of the respondents were new in the teaching profession. As to factors affecting quality of instruction, the teachers’ and school heads’ responses revealed that teachers sometimes demonstrated these factors except for orientation of learners and management of time which were seldom done by teachers. It also revealed that assessment was often done by teachers. It was further revealed that teachers’ and school heads’ responses on the factors affecting quality of instruction were not significantly different. As to the respondents’ profile, only educational attainment has a significant association with the factors affecting the quality of instruction.
It was recommended that the Department of Education may conduct trainings on how teachers can further improve quality of instruction especially on assessment. School administrators must intensify instructional supervision and give feedback on the performances of teachers so that teachers are guided on their areas that need improvement. Teachers are encouraged to undertake trainings which would upgrade their competencies with regards to quality instruction. Lastly, further studies may be made by future researchers to explore more variables which are not included in the present study.