INTEGRATING TECHNICAL ASSISTANCE AND COMPETENCY TRACKING TOOL TO ENHANCE QUALITY TEACHING IN MANGERO ELEMENTARY SCHOOL

This study was conducted at Mangero Elementary School to assess the impact of technical assistance on teaching competencies. Nineteen teachers, purposively selected based on their need for support, participated in the study. Data were collected in three phases: pre-assessment, intervention, and post-assessment, utilizing classroom observations, self-assessment questionnaires, interviews, and focus group discussions. The Competency Tracking Tool (CTT), self-assessment questionnaires, interviews, and FGD were the primary instruments used, and they were validated through expert reviews and pilot testing. Data analysis included both quantitative and qualitative methods. The study's limitations include a focus on teachers at Mangero Elementary School and a scope confined to the duration of the intervention. The study concluded that teachers demonstrated proficiency in pedagogical knowledge, instructional skills, and classroom management. The CTT proved effective in enhancing teacher performance by providing actionable feedback and guiding professional growth. However, teachers reported that current technical assistance practices lacked personalized support and did not sufficiently address their unique classroom challenges. Integrating technical assistance and CTT improved teachers' self-awareness, growth, and accountability, but the need for ongoing support to sustain improvements was highlighted. The study recommends strengthening personalized support, ensuring continuous professional development, providing context-sensitive assistance, and fostering consistent follow-up. Additionally, data-driven decision-making should guide future interventions to ensure the sustainability and relevance of professional development strategies.