Theory on Effective Teaching Materials and Resource Development

Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 150 ISRG PUBLISHERS Abbreviated Key Title: ISRG J Arts Humanit Soc Sci ISSN: 2583-7672 (Online) Journal homepage: https://isrgpublishers.com/isrgjahss Volume – III Issue -VI (November-December) 2025 Frequency: Bimonthly Theory on Effective Teaching Materials and Resource Development Leovigildo Lito D. Mallillin, PhD1*, Jessie R. Tamayo2, Noemi C. Jose3, Rowena SJ Romero4 1 Director for Research and Publication University of Caloocan City Caloocan City, Philippines 2 Program Chair, BSBA Marketing Management, Professor, Faculty of Business Administration and Accountancy, University of Caloocan City, Caloocan City, Philippines 3 Instructor 1, College Secretary, and Perfect Discipline University of Caloocan City, Caloocan City, Philippines 4 Instructor 1, VPAA Secretary University of Caloocan City, Caloocan City, Philippines | Received: 07.11.2025 | Accepted: 11.11.2025 | Published: 12.11.2025 *Corresponding author: Leovigildo Lito D. Mallillin, PhD Director for Research and Publication University of Caloocan City Caloocan City, Philippines Abstract The study examines the contribution of the theory in effective teaching materials and resource development among the respondents in the area of teaching instruction and purpose, teaching positive connection on students, experiences and identity knowledge, teaching achievement on task and building knowledge, teaching engagement, teaching enhancement learning assessment and support, teaching aid understanding and effective practice, teaching inclusive ethics, and teaching appropriate structure and craft. The research employs descriptive quantitative research and quota sampling which is a kind of non-probability method of sampling in gathering the number or size of the population of the study. The study comprised Three Hundred Fifty (350) respondents only. Results show that teaching effectiveness in the classroom achievement in the learning process for both students and teachers are being met, show to connect new teaching and learning processes for students’ academic performance, show to build effective teaching in school practice, experts, novices, perspective resources, and knowledge, show to provide better teaching engagement based on the learning activities similar to teaching resource implementation, show to achieve particular activities and expected understanding level of effective teaching materials, and directs learning of students' achievement utilization teaching support, show to promote learning support and facilitation of teaching collaboration, show to embody teaching ethics on respect, integrity, sustainability, participation, diversity, curiosity, inquiry, innovation, excellence, values, and show to design effective teaching resources and materials development based on structure and craft of students to make the learning process easy and understandable. Keywords: Effective teaching, materials and resource development, and teaching instruction Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 151 Introduction The effectiveness of teaching materials and development is based on the needs of the learners to provide better teaching processes and activities among students as centers of learning. It is also known as materials for learning and teaching. It is a collection of materials available inside or outside the classroom to help the learning situation and desired achievement objectives in teaching. This must be based on the structure in the domain of teaching and learning strategy materials and resources that focuses student academic performance, framework, concept, theory, and system (Mallillin, 2023, pp. 1-17). It has been said that students are the center of learning where teaching materials and resources must be aligned with the needs for an effective learning process. This must be the concept of effective teaching materials, learning process and intervention. It is the teaching process for learning that innovates materials through high-tech teaching, characteristics, support, and analysis of the learning process. It describes the effectiveness of teaching materials and resources to help and design students' learning. It determines the trends in learning and teaching process on the role of teaching instructional materials and resources to provide satisfaction and quality of learning among students. It provides high phases and motivational factors for students as guidance in study habits and learning styles. It focuses on the system of effective teaching materials, resources and techniques to reform better lectures to improve academic performance and learning knowledge of students. It develops better techniques in teaching and focus among the learners (Mallillin, et al. 2021). On the other hand, effective teaching materials and resource development must be based on the domains of learning that vary the learning process and motive for study habits of learning. It is adopted on teaching materials and instructional design to apply the necessary skills for students classroom improvement. Teaching materials must be based on psychomotor, affective, and cognitive domain of learning to better guide students to the fullest. This is to adjust teaching techniques based on the need of learning transition and process of skills. This is to empower the connection of students and teachers since learning is a two way process. Therefore, domains of learning are necessary to incorporate effective teaching materials and resources for the academic standing of students. Domains of learning provides dense knowledge in the goals expected and set by teachers inside the classroom (Mallillin, 2020, pp. 1-11). On the other hand, the importance and contribution of teaching materials and resource development provides students with the core information, experiences, and application of the learning process. It engages to hold the power of instructional materials and resources in teaching development. It provides reality in teaching process on thoughts collection of effective materials and resource development access, references, absorb, and exploration in the subject. It is carefully planned, refined, organized, selected for a maximum utilization and effect. The selection of effective teaching materials emphasizes on the depth content to optimize student learning. Teaching materials and resources are conveyed on the content and information of the subject or course. This includes multimedia components, textbooks, readings, lectures, and other course resources. Materials and resources must be aligned with assessment, learning objectives, and activities. This is based on how teachers are being competent in their performance of identifying better teaching materials and resources for students. This must be planned and organized in providing necessary skills, competency, and performance teaching capacity. It provides responsibility on the task regarding profession as teachers in management of teaching resources and materials. It anticipates various problems especially in identifying the needs of students to what is suited in teaching materials for effective learning. Effective teaching materials and resources can monitor the skills of students to satisfy learning needs. It challenges teachers on what to prepare considering individual differences of student attitude and behavior in learning (Mallillin, & Mallillin, 2019). Nevertheless, integration of knowledge in effective teaching materials and resources includes enhancement of learning competency of students. Teaching materials influence teaching technology and integration of professional competency among teachers to focus better on the learning process. Teaching materials and resources provide a better impact in promotion of learning and teaching process. It influences the pedagogy of learning and values relevant to the situation of students as the center of learning. It provides teaching tools and development of learning. It collaborates with the application of teachers and wisdom as they prepare teaching materials and resources for students' learning process. It enhances learning approach and techniques for effective resources to increase learning enrichment. It is a significant learning process and selfpaced experiences for learners’ outcome in effective teaching and management of the subject. It is crucial in the dynamic design for effective teaching materials and systematic approach activities and integration of implemented lessons (Mallillin, et al. 2020). Inevitably, issues and gaps in the development of learning materials for effective teaching and resources are a challenged among teachers especially on the lack of knowledge on the attitude and behavior of students where they can adjust for effective materials in teaching, lack of time in preparation, and confusion on what to prepare based on the needs of students and level of knowledge. Lack of knowledge in the preparation of effective teaching materials and resources affect the standard in teaching which resulted in poor quality of teaching. Identifying the gaps and issues must provide intervention teaching and learning in addition to teaching materials and resources in the school system. Teaching intervention as to teaching materials and resources must be directing the learners’ interest for student performance, learning activities, and direct instructions. It contributes to the theory of effective teaching materials in adapting resources to teachers being talented, creative, honest, resourceful, and effective. Effective teaching materials and resources encourage the comfort of students in sharing opinion and knowledge inside the classroom in the area of learning reflection, student interest and gauge in understanding the lesson quickly. It assesses teaching content and modifies the content needed for students. Teaching materials align to the learning activities, instruction, and standard measure in the performance of students. It contributes to learning styles in various levels of learning in the classroom background, intellectual abilities and expectation of the learners intervention (Mallillin, 2022, pp. 12-28). Indeed, theory on effective teaching materials and resource development results in teaching job and performance of teachers as molders and shapers of the young minds in accordance with their oath as the noblest profession in the teaching industry. It requires a career and nurtures conviction of students' minds based on teaching materials and resources for instruction being implemented. They develop a catalyst of learning in the society. It provides an ethical profession for them as they develop the teaching materials to motivate students in the teaching process. It explores potentials as teachers for their teaching career, prediction, emotion, and outcome in the job satisfaction for Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 152 students as centers of learning. It provides better expectation in teaching career and profession as to self-identity and knowledge sharing to maintain a higher reputation improvement of teaching profession (Mallillin, 2021). Theory on Effective Teaching Materials and Resource Development Cycle Theory on effective teaching materials and resource development cycle conveys the content and information of the subject and course for students as the center of learning. This includes resources, multimedia technology components, textbooks, readings, and lectures. The materials can be used in the classroom setting of teaching. It is modifies and redesigns effective teaching. It aligns the teaching materials, activities, assessment, and learning objectives. The cycle focuses on the contribution of the theory in effective teaching materials and resources development among the respondents in the area of teaching instruction and purpose, teaching positive connection from students, experiences and identity knowledge, teaching achievement on task and building knowledge, teaching engagement, teaching enhancement learning assessment and support, teaching aid understanding and effective practice, teaching inclusive ethics, and teaching appropriate structure and craft (Prestiana, 2021, pp. 1-10). This is illustrated below: Figure 1: Theory on Effective Teaching Materials and Resource Development Cycle 1. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Instruction and Purpose Teaching instruction and purpose describes students behavior and objectives. It provides diagrams and designs intended for student learning achievements such as attitude, knowledge, skills in attempting to produce learning processes in teaching. It provides effective teaching technology to help professional development on teachers quality lecture ability and values based on domains of learning and teachers structure in enhancing technology of teaching skills (Bowman, et al. 2022, pp. 188-204). Details of the theory on effective teaching materials and resource development in the area of teaching instruction and purpose are discussed below: 1. It improves and aids educational outcomes and effective resources in teaching and learning influence students' positive performance. 2. It sets value achievement of objectives, competencies, values in teaching curriculum, and outcome. 3. It characterizes teaching social change in the trend of technology involvement contribution to the learning outcome of students' confidence in learning. 4. It interprets and designs teaching materials based on the needs of students as a centered-learning process. 5. It meets teaching effectiveness in the classroom for both students and teachers achievement and supports in the learning process. 6. It collaborates with an active process of teaching resources, support, and effectiveness. 7. It provides learning and rich opportunities for teachers' knowledge in the teaching process. 2. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Positive Connection on Students, Experiences, and Identity Knowledge Positive connection with students, experiences, and identity knowledge provides fundamental success. It supports and engages better academic outcome and learning. It is connected with trust because the learning process is a continuous and two way process. It adopts integration practices and increases technology in education concept and understanding. It connects learners satisfaction and engagement teaching styles pedagogy approach (Almasri, 2022, pp. 1-21). Details of the theory on effective teaching materials and resource development in the area of teaching positive connection on students, experiences, and identity knowledge are discussed below: 1. It involves active and learning processes in various types of teaching and connection. 2. It connects new teaching and learning processes for students’ academic performance and knowledge. 3. It values the identity of effective teaching materials, resources and acknowledges the need of students. 4. It recognizes effective teaching in a diversity of knowledge and values to student interests, skills, and experiences in learning. 5. It supports teachers in effective teaching materials and resources in a deliberate connection of positive learning. 6. It balances and reflects the offer of reciprocal effective teaching and resources among students as the center of the learning process. 3. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Achievement on Task and Building Knowledge Teaching achievement on task and building knowledge evaluates the process of expected teachers profession knowledge teaching demand and practices. It underlies knowledge and effective learning and teaching to improve the quality competency output. It focuses on teacher professionalism. It defines effort and necessary teaching achievement in building knowledge implementation in the educational setting. It focuses on understanding teaching achievement practical issues and development discovery of building knowledge in teaching and implementation (Freeman, Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 153 2021). Details of the theory on effective teaching materials and resource development in the area of teaching achievement on task and building knowledge are discussed below: 1. It accomplishes the learning tasks on building knowledge and needs associated with teaching materials and discipline. 2. It specializes on teaching effectiveness on practice and concept of knowledge-based needs of the learners. 3. It builds effective teaching in the school practice, experts, novices, perspective resources, and knowledge in the learning process. 4. It provides teaching effectiveness among the learners appropriate in the expertise and development of teaching materials and resource development. 5. It develops teaching pedagogy and effective content knowledge in specific disciplines for effective teaching. 6. It scaffolds and supports effective teaching and resources content knowledge and pedagogical building for classroom practices. 4. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Engagement Teaching engagement is a positive prerequisite for the success of students' learning process. It explores perspective and teaching behavior and motivation for positive engagement of students. It provides positive motivation in teaching engagement relative to teaching behavior. It engages task-based teaching and attention to behavior of students with positive outcome of learning levels in academic achievement and skills development (Cents-Boonstra, et al. 2022, pp. 227-255). Details of the theory on effective teaching materials and resource development in the area of teaching engagement are discussed below: 1. It holds students’ interest in effective teaching resources to stimulate critical thinking, rewards, and imagination of the learning process. 2. It captivates and builds emotion and mind of the learners in the background of teaching and learning. 3. It designs teaching materials and effectiveness of connection to the learning activities of students. 4. It provides better teaching engagement based on the learning activities and teaching process similar to teaching resources implementation for better learning. 5. Teaching engagement draws the learners’ knowledge, values, and experiences on activities provided through effective teaching resources and development. 6. It explores teaching engagement and teaching activities to generate memorable learning processes. 5. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Enhancement Learning Assessment and Support Teaching enhancement learning assessment and support are valuable plans and tool pertaining to gathering of information, feedback provision, assessment of learning, course organization, utilization of instructional strategies, and teaching styles. It utilizes support and learning assessment of teaching enhancement. It evaluates instructions and modifies students' learning process. It conceptualizes teaching quality and promotion for the student learning process. It engages tools of teaching enhancement learning assessment and support. It improves the learning process in teaching. It illustrates support for students' efforts, potential implementation, and challenges (Roxå, et al. 2022, et al. pp. 3555). Details of the theory on effective teaching materials and resource development in the area of teaching enhancement learning assessment and support are discussed below: 1. It enables assessing learning support and assessment of effective teaching materials, resources, and development. 2. It provides better feedback on the ability and necessary assessment support and enhancement teaching resources and effective development. 3. It analyses effective teaching materials and resources to gather information and assessment in the improved learning and teaching. 4. It achieves particular activities and expected understanding level of effective teaching materials. 5. It draws sources and tools for assessment that gauges the progress of students' success in teaching and measure. 6. It reflects and directs learning of students' achievement utilization teaching enhancement and support. 6. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Aid Understanding and Effective Practice Teaching aid understanding and effective practice develops professional privilege for teachers. It prompts effective practice for teachers professional development facilitation process design in teaching. It improves content and programs on pedagogy content and knowledge of teaching. It designs critical delivery of the teaching process. It synthesizes teaching aids and designs for effective teaching that leads to improved content knowledge, program effectiveness, instructional practices, self-efficacy, and teaching belief. It provides focus on identified learner support and development engagement as to skills and knowledge, relevance and application, reflection, practical learning activities, learning styles, and learning flexibility (Bragg, et al. 2021, pp. 104-158). Details of the theory on effective teaching materials and resource development in the area of teaching aid understanding and effective practices are discussed below: 1. It aids the theory of effective teaching materials and resources to understand the learning practices. 2. It recognizes critically the learning process of students collaboratively and critically reflects on the existing knowledge, information, belief, and experiences. 3. It provides and seeks privilege on the new learning considering the effectiveness of teaching materials. 4. It conveys essential ideas of effective teaching resources in learning implementation and understanding of the classroom practices. 5. It supports teachers to be confident in the decision of the learning process based teaching materials and resource implementation. Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 154 6. It promotes learning support and access in addition to professional learning practices and facilitation of teaching collaboration. 7. Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Inclusive Ethics Teaching inclusive ethics refers to self-efficacy in the power and perception of effective teaching materials and resource development that brings design circumstances and learning outcomes. It is a belief of a person and thinking behavior on the decision of the objectives that makes the performance and action. It is a critical effectiveness in teaching that defines and sets the capacity and ability to influence students and implements the conduct and goals in teaching ethics and impediments. It provides a range and dimension focus of teaching effectiveness in the classroom as to collaboration of learning, student participation, motivation, teaching, and management. It is shaped by the influences and source of personal persuasion, emotional, physical, stimulation, role model, and experiences (Kazanopoulos, et al. 2022, p. 383). Details of the theory on effective teaching materials and resource development in the area of teaching inclusive ethics are discussed below: 1. It provides effective teaching materials for fair inclusive ethics on the resources and materials development for students. 2. It uses various teaching effectiveness for resources and materials on values, principles, policies, responsibilities, and process in teaching. 3. It challenges teaching ethics and principles to translate teaching practices to students' learning output. 4. It conveys teaching ethics and high expectations on teaching effectiveness and engagement focus on resources and material development in the learning process. 5. It embodies the teaching ethics on respect, integrity, sustainability, participation, diversity, curiosity, inquiry, innovation, excellence, and values. 6. It supports teachers on various resources and diversity of learning for students’ academic performance. 8. Theory on Effective Teaching Materials and Resource Development In the Area of Teaching Appropriate Structure and Craft Teaching appropriate structure and craft emphasizes effectiveness of teaching materials and resources development to contribute to the learning process. It identifies the structure of appropriate teaching craft and ideas in teaching and learning process. It includes interpretation of technical connotation teaching materials in determining figurative meaning of the lesson. It analyzes structure and assessment of effective teaching materials and resources in the pedagogical knowledge, impact, development in educational teaching outcome. It aids appropriate structure and craft in teaching and learning among various professional teachers to maximize learning of students. This includes specific strategies, materials used, tools to mediate teaching and learning (Hidson, & Leask, 2022, pp. 405-417). Details of the theory on effective teaching materials and resources development in the area of teaching appropriate structure and crafts are discussed below: 1. Effective teaching materials and resource development provides appropriate purpose, structure, and craft in the learning process. 2. Teaching resources achieve instructional content and purpose of various activities in teaching needs for students. 3. It designs effective teaching resources and materials development based on structure and craft of students to make the learning process easy and understandable. 4. It deliberates learning supports and concepts of effective teaching materials and resources. 5. It organizes the needs of effective teaching materials and resources for possible teaching learning output and performance of students. 6. It develops collaboration in teaching effectiveness of materials and development of resources for diverse flexible learning. Research Questions 1. What is the contribution of the theory in effective teaching materials and resource development among the respondents in the area of 1.1 teaching instruction and purpose, 1.2 teaching positive connection on students, experiences, and identity knowledge, 1.3 teaching achievement on task and building knowledge, 1.4 teaching engagement, 1.5 teaching enhancement learning assessment and support, 1.6 teaching aid understanding and effective practice, 1.7 teaching inclusive ethics, and 1.8 teaching appropriate structure and craft? 2. Is there a significant relationship on the contribution of the theory in effective teaching materials and resource development as observed by the respondents? Hypothesis: There is a significant relationship on the contribution of the theory in effective teaching materials and resources development as observed by the respondents. Research Designs The study employs descriptive quantitative research which attempts to measure and collect data in the sample population and size of the study. It uses to describe the contribution of the theory in effective teaching materials and resource development among the respondents in the area of teaching instruction and purpose, teaching positive connection on students, experiences, and identity knowledge, teaching achievement on task and building knowledge, teaching engagement, teaching enhancement learning assessment and support, teaching aid understanding and effective practice, teaching inclusive ethics, and teaching appropriate structure and craft. It examines the features of quantitative aspects observed among the respondents' outcome. It improves effective teaching Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 155 materials and resources for quality teaching and learning experiences (Han, et al. 2022). Sampling Techniques The research employs quota sampling in the study. It is a kind of non-probability method of sampling in gathering the number or size of the study. This is chosen randomly which is sent via Google Form. Whoever wants to participate in the study will form part of the sample size until the number of respondents is met. It is the basis of getting the total members of the population as a sample group in the study. This is the main reason why quota sampling technique is utilized. It aims to investigate the characteristics and traits of a certain group as an ideal kind of sampling technique. It is a quota sampling technique in utilizing social media through Google Form Link which is convenient in gathering the population and representation of the study. It recruits viable respondents to express their opinion in the study (Zhang, et al. 2020, pp. 558-564). Participants of the Study The participants of the study are the various teachers in the different educational institutions both in private and public schools such as the Department of Education (DepEd), Commission on Higher Education (CHED) or Higher Education Institutions (HEIs), and Technical Educational Skills and Development Authority (TESDA). The Google Form Link is sent randomly. Those individuals who answer the questionnaire will form part of the study. The study comprised Three Hundred Fifty (350) respondents only. Results 1. What is the contribution of the theory in effective teaching materials and resource development among the respondents Table 1 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Instruction and Purpose Indicators Weighted Mean Interpretation 1. It improves and aids educational outcomes and effective resources in teaching and learning influence students' positive performance. 3.32 Limited 2. It sets values achievement of objectives, competencies, values in teaching curriculum, and outcome. 3.85 Observed 3. It characterizes teaching social change in the trend of technology involvement to contribute to the learning outcome of students' confidence in learning. 4.00 Observed 4. It interprets and designs teaching materials based on the needs of students as a centeredlearning process. 4.18 Observed 5. It meets teaching effectiveness in the classroom for both students and teachers achievement and supports in the learning process. 4.26 Highly Observed 6. It collaborates with an active process of teaching resources, support and effectiveness. 4.18 Observed 7. It provides learning and rich opportunities for teachers' knowledge in the teaching process. 3.85 Observed Average Weighted Mean 3.95 Observed Standard Deviation 0.322 Table 1 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching instruction and purpose among the respondents. It shows in the table that rank 1 is “It meets teaching effectiveness in the classroom for both students and teachers achievement and supports in the learning process”, with a weighted mean of 4.26 or Highly Observed. Rank 2 is shared by the two indicators which are “It interprets and designs teaching materials based on the needs of students as a centered-learning process”, and “It collaborates with active processes of teaching resources, support and effectiveness”, with a weighted mean of 4.18 or Observed. Rank 3 is “It characterizes teaching social change in the trend of technology involvement to contribute to the learning outcome of students' confidence in learning”, with a weighted mean of 4.00 or Observed. The least in rank is “It improves and aids educational outcomes and effective resources in teaching and learning influence students' positive performance”, with a weighted mean of 3.32 or Limited. The overall average weighted mean is 3.95 (SD=0.322) or Observed on the theory of effective teaching materials and resource development in the area of teaching instruction and purpose among the respondents. Table 2 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Positive Connection on Students, Experiences and Identity Knowledge Indicators Weighted Mean Interpretation 1. It involves active and learning processes in various types of teaching process and connection. 4.12 Observed 2. It connects new teaching and learning processes for students’ academic performance 4.21 Highly Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 156 and knowledge. Observed 3. It values the identity of effective teaching materials, resources and acknowledges the need of students in the teaching process. 3.38 Limited 4. It recognizes effective teaching in a diversity of knowledge and values to student interests, skills, and experiences in learning. 3.60 Observed 5. It supports teachers in effective teaching materials and resources in a deliberate connection of positive learning. 4.21 Highly Observed 6. It balances and reflects the offer of reciprocal effective teaching and resources among students as the center of the learning process. 4.00 Observed Average Weighted Mean 3.92 Observed Standard Deviation 0.348 Table 2 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching positive connection on students, experiences and identity knowledge among the respondents. It shows in the table that rank 1 is shared by the two indicators which are “It connects new teaching and learning processes for students’ academic performance and knowledge”, and “It supports teachers in effective teaching materials and resources in a deliberate connection of positive learning”, with a weighted mean of 4.21 or Highly Observed. Rank 2 is “It involves active and learning processes in various types of teaching process and connection”, with a weighted mean of 4.12 or Observed. Rank 3 is “It balances and reflects the offer of reciprocal effective teaching and resources among students as the center of the learning process”, with a weighted mean of 4.00 or Observed. The least in rank is “It values the identity of effective teaching materials, resources and acknowledges the need of students in the teaching process” with a weighted mean of 3.38 or Limited. The overall average weighted mean is 3.92 (SD=0.348) or Observed on the theory of effective teaching materials and resource development in the area of teaching positive connection on students, experiences and identity knowledge among the respondents. Table 3 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Achievement on Task and Building Knowledge Indicators Weighted Mean Interpretation 1. It accomplishes the learning tasks on building knowledge and needs associated with teaching materials and discipline. 3.77 Observed 2. It specializes on teaching effectiveness on practice and concept of knowledge-based needs of the learners. 3.35 Limited 3. It builds effective teaching in the school practice, experts, novices, perspective resources, and knowledge in the learning process. 4.20 Highly Observed 4. It provides teaching effectiveness among the learners appropriate in the expertise and development of teaching materials and resource development. 4.05 Observed 5. It develops teaching pedagogy and effective content knowledge in specific discipline for effective teaching. 3.35 Limited 6. It scaffolds and supports effective teaching and resources content knowledge and pedagogical building for classroom practices. 3.88 Observed Average Weighted Mean 3.77 Observed Standard Deviation 0.354 Table 3 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching achievement on task and building knowledge among the respondents. It shows in the table that rank 1 is “It builds effective teaching in the school practice, experts, novices, perspective resources, and knowledge in the learning process”, with a weighted mean of 4.20 or Highly Observed. Rank 2 is “It provides teaching effectiveness among the learners appropriate in the expertise and development of teaching materials and resource development”, with a weighted mean of 4.05 or Observed. Rank 3 is “It scaffolds and supports effective teaching and resources content knowledge and pedagogical building for classroom practices”, with a weighted mean of 3.88 or Observed. The least in rank is shared by the two indicators which are “It specializes on teaching effectiveness on practice and concept of knowledge-based needs of the learners”, and “It develops teaching pedagogy and effective content knowledge in specific disciplines for effective teaching”, with a weighted mean of 3.35 or Limited. The overall average weighted Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 157 mean is 3.77 (SD=354) or Observed on the theory of effective teaching materials and resource development in the area of teaching achievement on task and building knowledge among the respondents. Table 4 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Engagement Indicators Weighted Mean Interpretation 1. It holds students’ interest in effective teaching resources to stimulate critical thinking, rewards, and imagination of the learning process. 3.33 Limited 2. It captivates and builds emotion and mind of the learners in the background of teaching and learning. 3.69 Observed 3. It designs teaching materials and effectiveness of connection to the learning activities of students. 3.97 Observed 4. It provides better teaching engagement based on the learning activities and teaching process similar to teaching resources implementation for better learning. 4.23 Highly Observed 5. Teaching engagement draws the learners’ knowledge, values, and experiences on activities provided through effective teaching resources and development. 4.02 Observed 6. It explores teaching engagement and teaching activities to generate memorable learning processes. 3.97 Observed Average Weighted Mean 3.87 Observed Standard Deviation 0.314 Table 4 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching engagement among the respondents. It shows that rank 1 is “It provides better teaching engagement based on the learning activities and teaching process similar to teaching resources implementation for better learning”, with a weighted mean of 4.23 or Highly Observed. Rank 2 is “Teaching engagement draws the learners’ knowledge, values, and experiences on activities provided through effective teaching resources and development”, with a weighted mean of 4.02 or Observed. Rank 3 is shared by the two indicators which are “It designs teaching materials and effectiveness of connection to the learning activities of students”, and “It explores teaching engagement and teaching activities to generate memorable learning processes”, with a weighted mean of 3.97 or Observed. The least in rank is “It holds students’ interest in effective teaching resources to stimulate critical thinking, rewards, and imagination of the learning process”, with a weighted mean of 3.33 or Limited. The overall average weighted mean is 3.87 (SD=0.314) or Observed on the theory of effective teaching materials and resource development in the area of teaching engagement among the respondents. Table 5 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Enhancement Learning Assessment and Support Indicators Weighted Mean Interpretation 1. It enables assessing learning support, and assessment of effective teaching materials, resources and development. 3.32 Limited 2. It provides better feedback on the ability and necessary assessment support and enhancement teaching resources and effective development. 4.09 Observed 3. It analyses effective teaching materials and resources to gather information and assessment in improved learning and teaching. 3.83 Observed 4. It achieves particular activities and expected understanding level of effective teaching materials. 4.24 Highly Observed 5. It draws sources and tools for assessment that gauges the progress of students' success in teaching and measure. 3.32 Limited 6. It reflects and directs learning of students' achievement utilization teaching enhancement and support. 4.24 Highly Observed Average Weighted Mean 3.84 Observed Copyright © ISRG Publishers. All rights Reserved. DOI: 10.5281/zenodo.17586802 158 Standard Deviation 0.429 Table 5 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching enhancement learning assessment and support among the respondents. It shows in the table that rank 1 is shared by the two indicators which are “It achieves particular activities and expected understanding level of effective teaching materials”, and “It reflects and directs learning of students' achievement utilization teaching enhancement and support”, with a weighted mean of 4.24 or Highly Observed. Rank 2 is “It provides better feedback on the ability and necessary assessment support and enhancement teaching resources and effective development”, with a weighted mean of 4.09 or Observed. Rank 3 is “It analyses effective teaching materials and resources to gather information and assessment in improved learning and teaching”, with a weighted mean of 3.83 or Observed. The least in rank is shared by the two indicators which are “It enables assessing learning support, and assessment of effective teaching materials, resources and development”, and “It draws sources and tools for assessment that gauges the progress of students' success in teaching and measure”, with a weighted mean of 3.32 or Limited. The overall average weighted mean of 3.84 (SD=0.429) or Observed on the theory of effective teaching materials and resource development in the area of teaching enhancement learning assessment and support among the respondents. Table 6 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Aid Understanding and Effective Practice Indicators Weighted Mean Interpretation 1. It aids the theory of effective teaching materials and resources to understand the learning practices. 3.39 Limited 2. It recognizes critically the learning process of students collaboratively and critically reflects on the existing knowledge, information, belief, and experiences. 4.11 Observed 3. It provides and seeks privilege on the new learning considering the effectiveness of teaching materials. 3.39 Limited 4. It conveys essential ideas of effective teaching resources in learning implementation and understanding of the classroom practices. 3.74 Observed 5. It supports teachers to be confident in the decision of the learning process based teaching materials and resource implementation. 3.83 Observed 6. It promotes learning support and access in addition to professional learning practices and facilitation of teaching collaboration. 4.20 Highly Observed Average Weighted Mean 3.78 Observed Standard Deviation 0.344 Table 6 presents the weighted mean and the corresponding interpretation on the theory of effective teaching materials and resource development in the area of teaching aid understanding and effective practice among the respondents. It shows in the table that rank 1 is “It promotes learning support and access in addition to professional learning practices and facilitation of teaching collaboration”, with a weighted mean of 4.20 or Highly Observed. Rank 2 is “It recognizes critically the learning process of students collaboratively and critically reflects on the existing knowledge, information, belief, and experiences”, with a weighted mean of 4.11 or Observed. Rank 3 is “It supports teachers to be confident in the decision of the learning process based on teaching materials and resource implementation”, with a weighted mean of 3.83 or Observed. The least in rank is shared by the two indicators which are “It aids the theory of effective teaching materials and resources to understand the learning practices”, and “It provides and seeks privilege on the new learning considering the effectiveness of teaching materials”, with a weighted mean of 3.39 or Limited. The overall average weighted mean is 3.78 (SD=0.344) or Observed on the theory of effective teaching materials and resource development in the area of teaching aid understanding and effective practice among the respondents. Table 7 Theory on Effective Teaching Materials and Resource Development in the Area of Teaching Inclusive Ethics Indicators Weighted Mean Interpretation 1. It provides effective teaching materials for fair, inclusive ethics on the resources and materials development for students. 3.85 Observed 2. It uses various teaching effectiveness in resources and materials on values, principles, policies, responsibilities, and process in teaching. 4.13 Observed 3. It challenges teaching ethics and principles to translate teaching practices to students' learning output. 3.97 Observed