Teaching Practices and Program Coordination in General Education: A Case Study of a Teacher III at Nungulunan Elementary School, Hungduan, Ifugao

Abstract

Abstract

Teachers in public elementary schools often perform multifaceted roles that extend beyond classroom instruction to include program coordination and leadership responsibilities. This qualitative case study examined the teaching practices and program coordination roles of a Teacher III in General Education at Nungulunan Elementary School, Hungduan, Ifugao. Specifically, the study explored how instructional practices were implemented alongside responsibilities as WiNS School Coordinator and GMRC and English Coordinator, and how these roles influenced the teaching–learning process. Data were collected through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: learner-centered instructional practices, integration of values and language across subjects, program coordination as instructional leadership, and challenges in balancing teaching and coordination roles. Findings indicate that effective teaching practices were strengthened by coordinated school programs, fostering holistic learner development despite contextual and workload challenges. The study highlights the importance of recognizing and supporting teachers’ dual instructional and coordinative roles in strengthening General Education delivery in rural school contexts.

Keywords: teaching practices, program coordination, General Education, instructional leadership, qualitative case study