Strengths and Struggles of Educators and Their Teaching Effectiveness as Perceived by Internal Stakeholders
Hanifa Kamid, Sarah Dimalen, Jonathan Roque
Received: 26 August 2026; Revised: 01 October 2026; Accepted: 14 October 2026; Published: 25 October 2026
DOI: https://doi.org/10.66074/N6D1Y3Z5M
Abstract
This study examined the strengths and struggles of educators and their teaching effectiveness as perceived by internal stakeholders in selected elementary schools. Specifically, it aimed to determine the level of strengths demonstrated by educators in terms of instructional practices, classroom management, and student engagement; identify the level of struggles experienced by educators in managing classrooms with students of varying abilities, learning styles, and backgrounds; assess the level of teacher effectiveness in addressing the diverse needs of learners; and determine the significant relationships between educators’ strengths, struggles, and teaching effectiveness as perceived by principals, teachers, and pupils. A descriptive-correlational research design was utilized to describe the variables and determine their relationships without manipulating the research setting. Data were collected from Grade 6 teachers, Grade 6 pupils, and school principals in four selected elementary schools in Lutayan II District, Philippines, using structured questionnaires. Descriptive statistics and Pearson product-moment correlation were employed for data analysis. Findings revealed that educators demonstrated a very high level of strengths in instructional practices, classroom management, and student engagement, indicating strong teaching competencies and effective classroom practices. The level of struggle experienced by educators in handling diverse learners was interpreted as high, reflecting considerable challenges in classroom management and in addressing diverse learners’ needs. Teacher effectiveness in addressing diverse learners’ needs was also rated very high, suggesting that educators were highly successful in achieving instructional goals. Moreover, the results showed a significant moderate positive relationship between teacher strengths and teacher effectiveness, while no significant relationship was found between teacher struggles and teacher effectiveness. Overall, the study concludes that strengthening instructional competencies and providing continuous professional development are essential for further improving teacher effectiveness in diverse classroom settings.
Keywords: educators, internal stakeholders, Philippines education, strengths, struggles, teaching effectiveness
Author Information: Sultan Kudarat State University, Lutayan, Sultan Kudarat, Philippines; kamidhanifa@gmail.com
Volume 2, Issue 4, December 2026