Teacher Autonomy and Instructions Materials Development Practices in Social Studies

This study focused on determining the influence of teacher autonomy on the instructional materials development practices in Social Studies, Lagonoy District, Division of Camarines Sur for school year 2025-2026. Specifically, this determined the level of teacher autonomy among Social Studies teachers in terms of curriculum decision-making, selection of content and learning resources, choice of teaching strategies, and assessment and evaluation practices; determined the instructional materials development practices employed by Social Studies teachers in terms of planning and design, content organization and contextualization, use of available resources and technology, and evaluation and revision of instructional materials; assessed the significant relationship between level of teacher autonomy and their instructional materials development practices; assessed the extent of influence of teacher autonomy to the level of instructional materials development practices; and developed intervention strategy to enhance the teacher autonomy and their instructional materials development practices in Social Studies. The study utilized the descriptive-correlational research design. The respondents of the study were the 36 Social Studies teachers in Lagonoy District, who were selected through total enumeration. Major conclusions were: Social Studies teachers demonstrated a very high level of teacher autonomy; Social Studies teachers demonstrated very high instructional materials development practices; teacher autonomy has a generally significant positive relationship with instructional materials development practices among Social Studies teachers; and teacher autonomy exerts a generally weak influence on the instructional materials development practices of Social Studies teachers.