Professional Attributes: Implications to Instructional Management Skills of Teachers

Nelia S. Raganas, Luz S. Collado


This study focused on the professional attributes and instructional management skills of 84 elementary school teachers in a Butuan City District during the school year 2012-2013.The data revealed that less than half the number of teachers in the district has pursued post-baccalaureate studies. Many of these teachers have been in the service for more than seven years. However, the majority of them have not been sent to trainings other than a few in-service trainings in the District. The teachers perceived that they have a high level of instructional management skills which they use in the different lesson movement phases of with-it-ness, smoothness, momentum, overlapping and group focus. Results also disclosed that the instructional management skills of the teachers vary significantly as a result of length of teaching experience. Trainings and educational qualifications did not come out as differentiating factors in the level of instructional management skills of the teachers. These findings suggest that the teachers in East Butuan District maintain a high level of teaching skills despite the fact that only few of them have grown in the profession via graduate studies or via the trainings conducted by DepEd. It could also lead to an inference that more trainings are needed to provide new avenues for the improvement of their instructional management skills. The findings also lead to an inference that the newly hired teachers can deliver their lessons at a level at par with their counterparts who have been in the profession for a long time.


effective teaching, feedbacks from colleagues, reflective practices, professional attributes

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Copyright (c) 2015 Nelia S. Raganas, Luz S. Collado

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