Local Government Units' Assistance and Teaching Learning Outcomes

The study aimed to determine the extent of local government units' (LGUs) assistance and the extent of teaching--learning outcomes in public elementary schools in San Isidro District. Specifically, it sought to examine the relationship between LGU assistance and teaching learning outcomes of public elementary school teachers. A non-experimental quantitative research design was employed, utilizing the descriptive-correlational method. Data were gathered through a validated questionnaire administered using a universal sampling technique, considering the limited number of respondents in the area. The participants consisted of 120 public elementary school teachers. Statistical tools such as mean, Pearson's r, and regression analysis were used to analyze the data. Findings revealed that the role of LGUs' assistance was rated as extensive, while teaching learning outcomes were also found to be extensive. Furthermore, results indicated a significant positive correlation between LGU assistance and teaching learning outcomes, suggesting that increased support from LGUs contributes to improved educational performance. Regression analysis further showed that instructional support, mental health support, and a safe school environment were key predictors that strongly influenced teaching learning outcomes. Based on these findings, it is recommended that the Department of Education strengthen its partnerships with LGUs to ensure equitable and sustained provision of resources and services. Additionally, school heads should actively collaborate with LGUs to secure necessary support systems that enhance instructional quality and address learners' diverse needs, thereby improving overall teaching learning outcomes.