Problems, Needs, and Administrative Guidelines for Enhancing Teacher Competencies in Active Learning Management Within the Lower Northern Secondary Education Service Area

Abstract

          This study employed a mixed-methods research approach to 1) investigate the problems and needs in administration to enhance teacher competencies in active learning management within the Lower Northern Secondary Educational Service Area Office and 2) propose appropriate administrative guidelines. The sample included 157 academic department heads, 50 school administrators, and 5 policy-level administrators, selected through multi-stage random sampling and purposive sampling for in-depth interviews. Research tools comprised validated questionnaires and interview protocols with an IOC range of 0.60–1.00. Quantitative data were analyzed using percentages, while qualitative data were analyzed using content analysis. The findings revealed the following:
        1. Problems and Needs: The study found that budget constraints and resource management issues significantly hinder active learning in schools. Insufficient budgets create obstacles in developing learning processes and acquiring essential resources. Regarding needs, administrators emphasized developing teachers' competencies and skills to implement learner-centered active learning that fosters meaningful learning experiences.
         2. Administrative Guidelines: Five guidelines were proposed to enhance teachers' competencies in active learning management: 1) Developing teachers’ potential and skills, 2) Supporting resources and technology, 3) Establishing collaborative learning networks between teachers and communities, 4) Strengthening infrastructure and policy support, and 5) Promoting research and innovation in teaching and learning.