Digital Faculty Submission Monitoring for Instructional Accountabilty
Document Type
Paper presentation
School Name
De La Salle University Integrated School
School Code
N/A
Abstract / Executive Summary
Ensuring systematic submission and approval of faculty instructional materials is essential for maintaining teaching quality, curriculum alignment, and institutional accountability. At De La Salle University Integrated School, inconsistencies between administrator-approved documents and materials distributed to students revealed the need for a more structured monitoring mechanism. This study addressed the issue through the development of the Faculty Submission Monitoring Sheet (SMS), a digital tool designed to track, validate, and organize faculty submissions of lesson plans and assessments. Using a developmental research design, the study evaluated the SMS through a Technology Acceptance Model (TAM) survey and thematic qualitative analysis. Quantitative results indicated high positive acceptance, with faculty perceiving the SMS as highly useful (M = 5.37) and easy to use (M = 5.17). Notably, respondents felt the tool enhanced their effectiveness on the job (M = 5.62) and provided greater control over their work (M = 5.62). Qualitative analysis supported these results, identifying the SMS as a centralized and transparent platform that reduces repetitive communication and serves as a single, reliable reference for workflow coordination. However, a usability-frustration paradox emerged. While the tool was perceived as simple to understand, the need to manually check for updates due to the lack of automated notifications created user friction. To better support institutional goals, the study recommends transforming the SMS from a static tracking sheet into a more dynamic system by integrating automated email notifications and improving interface design to reduce cognitive effort. Overall, the SMS functions as an important resource for strengthening instructional quality by promoting real-time transparency. This study contributes to a practical, data-driven solution that supports accountability, administrative efficiency, and continuous professional development.
Keywords:
administrative efficiency, digital tool, faculty submission monitoring, professional development, quality education, teacher accountability
Digital Faculty Submission Monitoring for Instructional Accountabilty
Ensuring systematic submission and approval of faculty instructional materials is essential for maintaining teaching quality, curriculum alignment, and institutional accountability. At De La Salle University Integrated School, inconsistencies between administrator-approved documents and materials distributed to students revealed the need for a more structured monitoring mechanism. This study addressed the issue through the development of the Faculty Submission Monitoring Sheet (SMS), a digital tool designed to track, validate, and organize faculty submissions of lesson plans and assessments. Using a developmental research design, the study evaluated the SMS through a Technology Acceptance Model (TAM) survey and thematic qualitative analysis. Quantitative results indicated high positive acceptance, with faculty perceiving the SMS as highly useful (M = 5.37) and easy to use (M = 5.17). Notably, respondents felt the tool enhanced their effectiveness on the job (M = 5.62) and provided greater control over their work (M = 5.62). Qualitative analysis supported these results, identifying the SMS as a centralized and transparent platform that reduces repetitive communication and serves as a single, reliable reference for workflow coordination. However, a usability-frustration paradox emerged. While the tool was perceived as simple to understand, the need to manually check for updates due to the lack of automated notifications created user friction. To better support institutional goals, the study recommends transforming the SMS from a static tracking sheet into a more dynamic system by integrating automated email notifications and improving interface design to reduce cognitive effort. Overall, the SMS functions as an important resource for strengthening instructional quality by promoting real-time transparency. This study contributes to a practical, data-driven solution that supports accountability, administrative efficiency, and continuous professional development.
