GUIDELINES FOR ACADEMIC ADMINISTRATION TO DEVELOP TEACHERS’ LEARNING MEDIA AND EDUCATIONAL TECHNOLOGY IN SCHOOL

Abstract

The study aimed to examine the level of academic administration, investigate the relationship between academic administration and teachers’ effectiveness in developing learning media and educational technology, and identify the components of academic administration that could predict teacher effectiveness in School. And proportionate stratified random sampling was conducted based on schools. The research instrument was a rating-scale questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and stepwise multiple regression analysis.The findings, as reported in the research report, indicated that overall academic administration was at the highest level. Teachers’ effectiveness in developing educational media and technology was rated at levels ranging from high to highest, depending on the section of the report. The two variables had a strong positive correlation, statistically significant at the .01 level. The dimensions of learning development and promotion and the use of educational media and technology were identified as being associated with the prediction of teacher effectiveness. The predictor variables explained 42.00% of the variance in teacher effectiveness. These findings highlight the importance of continuous teacher development, adequate resource support, and systematic academic administration that facilitates the development and use of learning media in alignment with the curriculum and learners’ needs.