Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 36 no. 10 (2025)

Educational Practices, Technological Advances, Management Skills, and Quality Instruction among Higher Education Instructors

Kent Leo Estaura | Maribeth Cabrejas

Discipline: Education

 

Abstract:

In today’s ever-evolving educational landscape, the ability to deliver high-quality instruction is shaped by multiple factors that require close examination. This study explored the impact of educational practices, technological advancements, and management skills on the quality of instruction among higher education instructors in Misamis Oriental, Philippines, aiming to develop a framework that enhances educators' instructional capacity in community colleges and promotes high-quality, equitable education. Predictive Correlational design assessed the relationships between variables, while the Causal Comparative design examined cause-effect relationships. Data were collected from full-time instructors at four local colleges in Misamis Oriental in the school year 2024-2025 using proportionate stratified random sampling. The results revealed that modern educational practices, which integrated digital tools and collaborative learning, significantly improved student engagement, while traditional educational practices remained commonly used. Blended learning was less frequently implemented due to technological and institutional limitations. For technological advances, instructors showed proficiency with open educational resources and learning management systems, but the integration of AI tools was limited. Management skills, particularly communication and leadership, were the strongest predictors of quality instruction. The causal model confirmed that management skills mediated the relationships between educational practices, technological advances, and quality instruction. This study emphasized the importance of ongoing professional development in educational practices, technology integration, and management skills to improve the overall quality of higher education instruction. Thus, the proposed framework provided actionable insights for enhancing the instructional capacity of educators in Region 10, with potential applicability to higher education systems.



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