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Published in
Academic Frontiers
Instructional Behavior of Teachers and the Performance of Learners in Science VI
Academic Frontiers, 2(7), 88-102, ISSN: 3082-4400, 2026.
Recommended Citation:
Noguerraza, G. T., Blancada, E. R.& Cuartero, J. B. (2026). Instructional Behavior of Teachers and the Performance of Learners in Science VI. Academic Frontiers, 2(7), 88–102. https://doi.org/10.5281/zenodo.21663418
Author(s)
Noguerraza, Gemmarie T., Blancada, Emalyn R., Cuartero, Joan B.
Abstract
This research assessed the instructional behaviors of teachers and the Science performance of Grade VI learners at Salvacion Elementary School, Mabuhay Elementary School and Katipunan Elementary School, Pilar, Surigao Del Norte, for School Year 2022-2023 as a basis for a teacher training development program. Findings revealed that the teacher-respondents were within the age group of 31-40 years old, female, married, had been in the institution for 4-6 years, obtained units in their bachelor's or master's degree, had a performance rating of very satisfactory and had attended district and division trainings, seminars, and workshops. In terms of the level of instructional behaviors manifested by the teachers, the respondent groups believe that they sometimes employ instructional behaviors in their classrooms in terms of decision making, planning, organizing, directing, coordinating, and controlling. In terms of learners' performance in Science, most obtained a near-mastery grade of 80-89 in all competencies. Testing the relationship between the level of instructional behavior and the level of Science performance of learners generated a significant relationship, which means that the level of instructional behavior of the teachers significantly influences the level of performance of the Grade VI learners in Science. In terms of the issues and concerns that affect the level of leadership behavior manifested by the teachers, all of them believe that their main problem is the absence of some laboratory apparatuses in school. Based on the important results and findings of the study, it can be concluded that the level of instructional behaviors of the teachers resulted in the rejection of the null hypothesis when tested with the level of performance of the learners in Science. This means that it gained a significant relationship. This further means that the level of instructional behavior of the teachers significantly influences the level of performance of the Grade VI learners in Science.
Keywords
Administration and Supervision, Descriptive Method, Leadership Behavior, Science Performance, Training Development Plan, Surigao del Norte, Philippines
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