Authors : James Cobourn B. Ejercito

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/ykc9den4

DOI : https://doi.org/10.38124/ijisrt/25may1979

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This descriptive-correlational study surveyed 100 public elementary school teachers from Sta. Maria District using a structured questionnaire adapted from established literature. The instrument measured perceptions of change management strategies—communication, teacher involvement, resource provision, and evaluation feedback—and the extent of educational innovation, including innovative teaching methods and technological adoption. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Descriptive analysis revealed that the overall extent of change management strategies was rated as Extensive, while educational innovation was also rated as Extensive). The findings indicate a moderate, statistically significant positive correlation between change management strategies and educational innovation, with approximately 21.3 percent of the variance in innovation explained by change management practices. Moreover, regression analysis demonstrated that teacher involvement, provision of necessary resources, and evaluation/feedback mechanisms significantly predicted educational innovation, whereas communication and dissemination of information did not emerge as a significant predictor. Aligning institutional change management efforts with these key factors can lead to more effective teaching practices, improved learning experiences, and sustainable reform within s. Sta. Maria West District.

Keywords : Change Management Strategies, Educational Innovation, Teacher Involvement, Sta. Maria West District

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