Instructional Management Practices and Pedagogical Skills of Grade 5 Teachers

This study aimed to determine which domain of instructional management practices that significantly influence pedagogical skills of Grade 5 teachers. The study utilized a descriptive-correlational design. A total of 74 teachers in the Sulop District, Division of Davao del Sur were identified through tabachnick and fidell formula. A researcher-made questionnaire was utilized in the gathering of data. Mean, pearson r, and multiple linear regression used as statistical tools of the study. Results revealed on the level of instructional management practices in terms of: lesson planning, classroom management, and time management was oftentimes evident. On the level of pedagogical skills of grade 5 teachers in terms of instructional strategies, assessment techniques, and student engagement were oftentimes evident. Moreover, on the significant relationship between learning motivation and learning engagement, the results denotes having a significant relationship.. Lastly, Regression coefficients reveal that among the three domains, time management had a significant impact, as indicated by its standardized coefficient and a p-value of .000, which is below the .05 significance level. This result led to the rejection of the null hypothesis for this domain. Thus, this study recommends the DepEd to develop training modules that discourage overly rigid or formulaic lesson plans, and instead promote more flexible, context-responsive planning approaches that support instructional effectiveness.