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Abstract
The study aimed to evaluate the instructional management strategies of elementary teachers and learners’ engagement in Kapalaran Elementary School during the school year 2024-2025. The respondents of the study were teachers at Kapalaran Elementary School in Taytay Sub-Office, Division of Rizal. The researcher selects sixty (60) teachers. The researcher used the non-probability sampling utilizing the purposive sampling technique in determining the respondents of the study. Moreover, the researcher utilized a researcher-made instrument. Then, the data gathered were calculated, analyzed, and interpreted using the appropriate statistical tools. The findings revealed that a significant number of the teachers are women who have been working in the field for a sufficient time to have developed successful instructional methods. Also, instructional management strategies are consistently utilized by teachers to enhance teaching efficacy in lesson planning and preparation, classroom administration, instructional methodologies, assessment and evaluation, and professional development. Likewise, a significant disparity exists in the instructional management strategies utilized by elementary teachers concerning lesson planning and preparation, instructional methodologies, and professional development, dependent on the respondents' age, as well as in professional development in relation to the respondents' sex. In the same manner, learners exhibit significant engagement in employing the instructional management practices of elementary educators including active involvement, attentiveness, responsiveness to instruction, cooperation, interaction, and utilization of learning resources. Moreso, instructional management practices are strongly associated with the level of learner engagement. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may tailor instruction to meet the diverse needs of students by providing varied content, processes, and products based on their learning preferences and may help all students feel valued and engaged in their learning; Teachers may integrate educational technology tools such as interactive whiteboards, learning apps, and online resources into lessons to make learning more dynamic and interactive; Students may take ownership of their learning by setting personal goals, reflecting on their progress, and seeking resources independently and may explore their interests and passions within the curriculum; and School administrators may pair experienced teachers with those who may be newer or seek to enhance their skills and may provide valuable insights and support, fostering a culture of shared learning and continuous improvement within the school.
