Administrative Support and Instructional Quality of Home Economics Teachers

This study investigated the relationship between school administrative support and the instructional quality of Home Economics (HE) teachers in public high schools within the Buhangin District, Division of Davao City. Instructional quality is vital for developing students' technical skills, creativity, and academic success, yet many HE teachers face challenges due to insufficient administrative support, including limited professional development, resource allocation, feedback, and emotional or moral support. Using a non-experimental quantitative design with a descriptive correlation approach, data were collected from 120 Technical-Vocational-Livelihood (TVL) teachers aged 30–50, averaging 10–20 years of experience, selected via purposive sampling. Validated and reliable survey questionnaires were analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Results revealed a high extent of administrative support and instructional quality, both frequently evident. A strong positive correlation was found between administrative support and instructional quality, with resource allocation, emotional and moral support, professional development, and feedback significantly influencing teaching effectiveness. Regression analysis confirmed the impact of administrative support on instructional quality. The findings highlight the importance of comprehensive administrative support in enhancing HE teachers' instructional practices and improving student outcomes, emphasizing the need for a holistic approach to teacher support in public high schools.