Instructional Coordination and Teaching Practices in Mathematics and EPP: A School-Based Study at Lukidnon Elementary School, Nueva Vizcaya

Instructional coordination plays a critical role in strengthening teaching practices and improving learning outcomes, particularly in foundational subjects such as Mathematics and Edukasyong Pantahanan at Pangkabuhayan (EPP). In rural elementary schools, subject coordinators often serve dual roles as classroom teachers and instructional leaders, influencing curriculum implementation, pedagogical coherence, and teacher support. This study examined how instructional coordination shapes teaching practices in Mathematics and EPP at Lukidnon Elementary School, Nueva Vizcaya. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with a teacher serving as both Mathematics and EPP coordinator, and document analysis of lesson plans, instructional guides, and school-level curriculum materials. Thematic analysis revealed that coordinated planning, alignment of learning competencies, contextualized instruction, and reflective monitoring significantly enhanced instructional consistency and learner engagement. Findings suggest that effective instructional coordination contributes to coherent teaching practices, supports teacher professional growth, and strengthens learning experiences in both academic and livelihood-oriented subjects. The study offers implications for school leadership, curriculum management, and instructional support in rural elementary schools.