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Abstract
The study focused on Obstacles in the Instructional Process as Correlates to student’s involvement of selected secondary public teachers in Real District. This employed a descriptive method of research where the questionnaire is the main data gathering instrument. Eighty (80) respondents participated in the study. Statistical tools were used to measure and analyze the data results. The study revealed that the typical profile of the respondents comprised of age 21 to 30 years old, were female-dominated, were married individuals, in the Teacher I position, and attended trainings in the School Level. Also, the obstacles in the instructional process in the schools were sometimes experienced by the respondents. On obstacles related to students, it revealed the lack of student’s interest in homework. It implied that the main hindering factor in the instructional process in the students’ lack of interest in doing their homework. With regard to obstacles related to teachers it showed that the primary obstacle was heavy workloads for teachers. This showed that overloading work for teachers may affect the instructional process by damaging the instructional time allotted for the learning of the students in school. Moreover, students get often involved themselves in the instructional process in the schools as perceived by their teachers. On Emotional Engagement, it revealed that the pupils do like attending the classes. This elicited that the pupils were active in class and that they avoid absenteeism. As to Cognitive Engagement it showed that the pupils want to get good grade in class. This showed that the pupils targeted high academic performance in class as their teacher executes assessment. Then, there is no significant relationship between the obstacles in the instructional process and level of student involvement except for behavioral engagement in accordance with Obstacles related to teachers and cognitive engagement with regard to Obstacles related to teachers where it exhibited significant relationship between the obstacles in the instructional process and level of student involvement. In addition, there is no significant relationship between the profile of the respondents on instructional process except for Obstacles related to textbook sources as to civil status and Obstacles related to students as to position where it exhibited significant relationship between the profile of the respondents on instructional process. Also, there is no significant relationship between the profile of the respondents on student involvement except for behavioral and cognitive engagement as to civil status where it exhibited significant relationship between the profile of the respondents on student involvement. And, the intervention plan delineated and demonstrated the necessary interventions or even actions to be taken in addressing the obstacles in the instructional process and stimulate or invigorate student involvement in the schools. It is the framework or the program necessary and compulsory in streamlining and smoothing the instructional process and sustain the level of student involvement.
