Instructional Development Practices of Teachers and their Relationships to Instructional Effectiveness

Abstract

This study explored teachers’ instructional development practices and their connection to instructional effectiveness. The results showed that teachers exhibit a very high level of instructional development in all areas, including curriculum planning, instructional design, development of instructional materials, and assessment and evaluation, with mean scores ranging from 4.70 to 4.76. Among these domains, curriculum planning had the highest mean, while instructional materials development had the lowest, although it still fell within the very high category. The small standard deviation values indicate that teachers’ responses were consistent across the group. In terms of instructional effectiveness, the findings also revealed a very high level across all measured indicators. Classroom management obtained the highest rating, followed by assessment of learning and lesson delivery, while learner engagement received the lowest mean but remained at a very high level. The low variability in responses suggests a strong consensus among teachers regarding their effectiveness in instruction. Additionally, the Spearman’s rho analysis indicated a strong and statistically significant positive relationship between instructional development and instructional effectiveness (ρ = 0.681, p < .001). This implies that as instructional development practices improve, instructional effectiveness likewise increases. Overall, the study underscores the importance of strengthening instructional development to enhance teaching performance and support better learning outcomes.