Non-teaching Responsibilities Vis-a-Vis Pedagogical Delivery Priorities

Abstract

The study assessed the relationship between non-teaching responsibilities and teachers’ pedagogical delivery priorities in Maco North District, Davao de Oro Schools Division. This used a non-experimental descriptive-correlational research design, utilizing an adapted survey instrument to gather responses from the 120 randomly selected teacher-respondents. The treatments used were mean scores with descriptive interpretation, Pearson r, and simple linear regression analysis. Findings revealed that the extent of doing non-teaching responsibilities in terms of administrative duties; and school committee participation are oftentimes manifested; student support services and professional development are sometimes manifested; parent and community engagement is rarely manifested, thus, moderately extensive; learning objectives is sometimes manifested, thus, moderately extensive; while, pedagogical deliveries in terms of use of technology, assessment and feedback, and differentiation are oftentimes manifested; while, learning objectives is sometimes manifested, thus, moderately extensive. There is a significant relationship between non-teaching responsibilities and pedagogical delivery priorities.  All domains of non-teaching responsibilities regarding administrative duties, professional development, student support service, parent and community engagement, and school committee participation suggest significantly influenced the pedagogical delivery priorities of teachers. Future research may investigate the scalability of successful practices to different educational contexts.