Curriculum Complexity and Administrative Support in Instructional Effectiveness of Social Studies Teachers

Abstract

The increasing complexity of curricula and the provision of administrative support are important factors in teachers’ instructional effectiveness, yet their interaction remains underexplored in Social Studies education. This study examined the relationship among curriculum complexity, administrative support, and instructional effectiveness among Social Studies teachers in Zamboanga City, Philippines. Using a descriptive-correlational research design, data were collected from 200 Social Studies teachers from elementary, junior high school, senior high school, and Alternative Learning System settings through structured questionnaires. Descriptive statistics, Pearson correlation, regression analysis, and moderation analysis were employed. The findings showed high levels of curriculum complexity (M = 4.37), administrative support (M = 4.17), and instructional effectiveness (M = 4.44). Curriculum complexity was positively related to instructional effectiveness (r = .54, p < .001). Regression analysis showed that curriculum complexity (B = 1.115, β = .308, p = .001) and administrative support (B = 1.081, β = .280, p = .001) significantly and positively predicted instructional effectiveness. The interaction between curriculum complexity and administrative support was significant (β = −.187, p = .013), indicating that higher administrative support attenuated the positive relationship between curriculum complexity and instructional effectiveness. The moderation model explained 42.3% of the variance in instructional effectiveness (R² = .423). These findings suggest that administrative support significantly moderates the relationship between curriculum complexity and instructional effectiveness. Strengthening instructional guidance, professional development, resource provision, and collaborative planning may help teachers effectively manage demanding curricular requirements.