The School Heads' Monitoring and Evaluation Strategies in Teaching and Learning of Pupils.

This study explored the extent of school heads’ monitoring and evaluation strategies on pupils’ teaching and learning in Malilipot District. It investigated five focus areas learning infrastructure, teacher quality, learning resources, school environment, and managing change using a survey of 226 respondents, including 14 school heads and 212 teachers. Data analysis employed frequency counts, weighted means, and rankings to determine strategy usage, effects, and challenges. Results showed that teacher quality received the highest usage rating, followed by school environment and learning infrastructure, all described as “always” applied. However, learning resources trailed behind with the lowest rating. Across strategies, integration of technology and differentiation in instruction were identified as areas needing improvement. The strategies had strong effects on learning, particularly in fostering creativity, encouraging research, and professional development. Major challenges included multiple responsibilities, limited training, and insufficient communication. A monitoring and evaluation plan was proposed to mitigate these issues and enhance implementation. The study concluded that school heads employed various monitoring and evaluation strategies most consistently in teacher quality, school environment, infrastructure, and managing change though learning resources were used less frequently. These strategies positively influenced teaching and learning, promoting creativity, professional growth, independent research, and inclusive, active learning. However, challenges such as multiple responsibilities, limited training, and inadequate communication hindered effective implementation. To address these, a monitoring and evaluation plan was proposed. The study recommends sustaining strong practices, addressing identified issues, and pursuing further research on strategy effectiveness, implementation mechanisms, and their impact on learner performance.