Technical assistance of school heads to the key stage 1 teachers in Tabaco city division

This study examined the technical assistance provided by school heads to Key Stage 1 teachers in Tabaco City Division during SY 2025–2026. Using a descriptive-survey design, forty-one elementary school heads participated through a validated questionnaire. The study investigated the forms and extent of technical assistance along teaching pedagogies, learning achievement, teaching performance, and learning environment, as well as the problems influencing assistance provision. Results revealed that school heads consistently offered support in accessing instructional resources, implementing evidence-based strategies, conducting classroom observations, and fostering safe, inclusive learning environments. Weighted mean analysis showed a “Very High” extent of technical assistance across all strands, with no significant differences among districts. However, challenges such as limited professional development, irregular monitoring, and inadequate access to resources were noted. The findings underscore the critical role of school heads in strengthening instructional leadership and teacher competence. A proposed technical assistance plan was developed to address identified gaps and enhance teaching effectiveness.