Management of Teaching and Learning in Secondary School of Matanao, Bansalan, Magsaysay (MABAMA) Cluster, Focusing on the Lived Experiences and Leadership Philosophies of School Heads
Juvelyn N. Capangpangan
*
Maria Cleta R. Delos Cientos National High School, Padada, Davao del Sur, Philippines.
Leonelyn L. Navarez
Governor Nonito D. Llanos Sr. National High School, Kiblawan, Davao del Sur, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Effective management of teaching and learning is essential for improving educational quality and student achievement, especially in rural secondary schools facing challenges related to limited resources, technological gaps, and increasing instructional demands. This study explores the management of teaching and learning in secondary schools within the Matanao, Bansalan, and Magsaysay (MABAMA) Cluster, focusing on the lived experiences and leadership philosophies of school heads. Utilizing a qualitative research design, we gathered data from 10 secondary school heads through semi-structured interviews, document analysis, and direct observations. This approach provided a holistic understanding of the administrative and pedagogical landscape in these rural institutions.
Our findings reveal that effective management in the MABAMA Cluster stems from a synergy of strong instructional leadership, data-driven decision-making, continuous professional development, and active community engagement. We observed that school heads who prioritize pedagogical oversight and clinical coaching foster environments where instructional quality is a collective responsibility. Furthermore, the institutionalization of data analysis allows leaders to move beyond intuition, using performance metrics to guide remediation and resource allocation.
However, we also identified significant systemic hurdles, including limited technological resources, heavy workloads, and large class sizes, which act as persistent barriers to optimal learning and contribute to educator burnout. Based on these insights, we recommend a comprehensive strategy to enhance educational quality. This includes specialized leadership training, emotional and professional support for teachers, and the full institutionalization of learner performance data in school planning. Additionally, fostering collaborative partnerships with local stakeholders is essential to bridge resource gaps. Ultimately, these measures are vital for improving instructional quality, enhancing learner achievement, and elevating overall school performance across the MABAMA Cluster.
Keywords: Teaching and learning management, secondary school heads, educational quality, school management, teacher development