Technical Assistance and Utilization of Self Learning Modules in the MAPEH Learning Area

The study aimed to assess the level of technical assistance provided by School Heads and Master Teachers and its relationship with the utilization of self-learning modules in music, arts, physical education, and health among Grade 6 teachers in Maco North District, Davao de Oro. Employing a non-experimental, descriptive-correlational, and predictive research design, the respondents were Elementary-Level MAPEH Teachers from the Davao de Oro Schools Division. Data collection employed an adapted survey instrument, and analysis involved calculating means, standard deviations, Pearson r correlation, and linear regression. Results indicated that Davao de Oro schools demonstrated widespread technical support through coaching, guidance, and empowerment by school leaders and master teachers, reflecting effective management practices. Teachers’ use of self-learning modules across MAPEH components was also pervasive. A significant positive correlation was found between the level of technical assistance and the extent of utilization of the self-learning module. Furthermore, coaching, guiding, and empowering each other showed a statistically significant influence on teachers’ use of these modules. It was recommended that Public School District Supervisors in Davao de Oro consider other factors that could further enhance pedagogical practices related to self-learning modules, especially in alternative delivery modes, to inform future policy developments.