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Submitted: 2025-09-10
Published: 2025-09-10

ANALYSIS OF FACTORS HINDERING TEACHERS’ INSTRUCTIONAL EFFECTIVENESS IN SECONDARY SCHOOLS: EXPLORATORY APPROACH

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MARGIE T.  BALAORO

This study examined the dimensions of factors hindering teachers’ instructional effectiveness in secondary schools using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the dimensions of factors hindering teachers’ instructional effectiveness in secondary schools’ scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on lack of training and professional development, large class sizes and limited resources, and student behavior and discipline issues. A 30-item factors hindering teachers’ instructional effectiveness in secondary schools’ scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying dimensions of factors hindering teachers’ instructional effectiveness in secondary schools. A total of three themes on factors hindering teachers’ instructional effectiveness in secondary schools’ questionnaire was developed which are student behavior and discipline issues with a total of eight items, large class sizes and limited resources with a total of six items, student behavior and discipline issues with a total of sixteen items, and lack of training and professional development with a total of five items and the overall the scale has a total of 27-item questionnaire. This study recommends that development of targeted interventions such as professional development programs, improved classroom resources, and supportive administrative policies, ultimately enhancing teachers' instructional effectiveness and fostering positive learning outcomes for secondary school students.

Instructional Effectiveness Secondary teachers Exploratory Sequential Design Factor Analysis Kidapawan City Philippines

Abstract

This study examined the dimensions of factors hindering teachers’ instructional effectiveness in secondary schools using exploratory mixed method design. The exploratory sequential mixed method design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative phase of data collection analysis, with a final phase of integration or linking of data from two separate strands of data. More specifically, it aimed to construct, develop and evaluate the dimensions of factors hindering teachers’ instructional effectiveness in secondary schools’ scale. In the qualitative phase, there were seven teachers who participated in the in-depth interview and ten teachers participated in the focus group discussion. There were three themes that emerged from the interview that put emphasis on lack of training and professional development, large class sizes and limited resources, and student behavior and discipline issues. A 30-item factors hindering teachers’ instructional effectiveness in secondary schools’ scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyze for exploratory factor analysis (EFA). Results showed three underlying dimensions of factors hindering teachers’ instructional effectiveness in secondary schools. A total of three themes on factors hindering teachers’ instructional effectiveness in secondary schools’ questionnaire was developed which are student behavior and discipline issues with a total of eight items, large class sizes and limited resources with a total of six items, student behavior and discipline issues with a total of sixteen items, and lack of training and professional development with a total of five items and the overall the scale has a total of 27-item questionnaire. This study recommends that development of targeted interventions such as professional development programs, improved classroom resources, and supportive administrative policies, ultimately enhancing teachers' instructional effectiveness and fostering positive learning outcomes for secondary school students.