Educational Practices and Performance of Public Elementary and Secondary Science Teachers: Basis for Quality

Teaching Effectiveness

CHAPTER 1

THE PROBLEM AND ITS SETTING

Introduction

The Educator's performance is very important in the teaching and learning process. In a sense, it is arguably the most influential

school-related factor determining a student's accomplishment in schools and in the curriculum per se. According to Deunk et. al.

(2018), computer technology can be a helpful tool in facilitating instructional techniques especially in delivering the required

competencies to the learners. In addition, Regier (2020) believed that mastery experiences had the greatest impact on

administrators' self-efficacy for teaching tactics, followed by verbal persuasions, physiological condition, and vicarious experiences.

Furthermore, individuals who reported higher self-efficacy for teaching methods regarded themselves as more confident in their ability

to use appropriate instructional abilities.

Through such, it is evident that there are multiple approaches for educational leaders to provide the proper method for effective

manner facilitating learning, which will be the primary source of their efficient and effective learning. Various educational practices and

Science Educator's Performance will be determined through the use of the analysis, as well as the amount to which these Educators

efficiently practice their effective teaching approaches.

Theoretical Frameworks

The study used Kolb's Theory of Learning Styles. Kolb's constructivist learning theory is one of the most well-known

and commonly applied learning styles theories. In 1984, psychologist David Kolb presented his hypothesis of learning styles for the

first time. According to the said theory, Kolb (1984) believed that our unique learning styles develop as a result of our genetics, life

experiences, and the demands of our current environment. Kolb's theoretical foundation for experiential education has been updated

to reflect the present organizational and educational situation. It will be a valuable resource for anybody seeking to encourage more
effective learning in higher education, training, program management, life - long learning contexts, and beyond. Because of the

Learning Style that has been conveyed, this can serve as a foundation for educators to successfully execute skills and educational

methodologies.

Also, the paper used Mischel’s Cognitive-Affective Model as a part of its Theoretical Framework. According to Mischel

(1968), an individual's conduct is impacted by two factors: the precise qualities of a given circumstance and how he interprets the

situation. In contrast to classic social cognitive theories, Mischel suggested that a person only behaves similarly when the outcomes

are extremely likely to be the same. It is also stated that the research revealed that an individual's conduct is essentially dependent on

situational cues—the necessities of a certain situation—rather than just the outcome of his or her features. Mischel's ideas inspired him

to create the cognitive-affective personality paradigm. Finally, Mischel argued that behavior does not occur and that our qualities are

essentially cognitive strategies or things we do for ourselves in order to achieve the type of benefit we desire. In line with these,

Alternative Learning approaches may be developed and applied for the Learners, and the Educator's mentoring and coaching will

increase as a result.

Conceptual Framework

The concepts of the study focus on the educational practices and its correlation to the performance of public secondary science

teacher. From this, the researcher is to focus on identifying the Input, Process and Output of the study. It is clear that that concepts of

study are presented using the IPO research paradigm. The input of the study involves the extent of the educational leadership. Also

the performance of the Science teachers are placed as input of the study. For the process, the study has involved data gathering

procedures in the form of survey questionnaire. For the output of the study, it involves evaluation of the relationship between school

administrative practices and the performance of Science Teachers. It is also included in the output the generation of an intervention

model that addresses the things that are needed to be addressed in this study. Below is a figure or diagram tat completely identifying

the concepts of the study.

Figure 1

IPO Research Model

Statement of the Problem

The study aims to know the correlation between the educational leadership practices and the performance of the science

teachers for the past three years. Specifically, the study answers the following questions:

1. To what extent do the school administrators practice educational leadership in their respective schools as assessed by the

school administrators, Elementary and Secondary Science teachers in terms of:

1.1 Planning, Organizing, Directing and Evaluating;

1.2 Strategic Resource Networking

1.3 Curriculum and Teaching Enhancement and Linkages;

1.4 Faculty and Staff Development;

1.5 Physical Facilities Development; and

1.6 Ensuring Orderly and Conducive Environment?

2. Is there a significant difference in the assessment of the two groups of respondents on the above-mentioned variables?

3. What is the performance of Elementary and Secondary Science teachers for the past three years?

4. Is there a significant relationship between the educational practices and performance of Science teachers?

5. What are the problems encountered by the school administrators as educational leaders?

6. Based on the findings, what do the researcher recommends?

7. How acceptable is the proposed intervention model as assessed by the respondents?

Hypothesis

The researcher assumed in the study that the Educational Practices being implemented and the Performance of Elementary and

Secondary Science Teachers have a significant relationship to each other. It is assumed in this hypothesis that the Educational

Practices used have an impact on the Performance of the Educators.

Scope and Delimitations of the Study

This research is conducted in selected elementary and secondary schools in the Division of Biñan City in the year 2021. The

researcher's goal is to obtain potential strategies that can be implemented to those for whom this study is important, as well as to

support and effectively manage the existing problem. The study investigates how the elementary and secondary Science Educators'

educational practices and methodologies affect their teaching quality effectiveness. Lastly, to evaluate the relationship between

Educational Practices and Educators' Teaching Performance, the Researcher used (attach Research instrument) accordingly.

Significance of the Study

This section demonstrates the importance of the research to individuals, organizations, and humankind as a whole. The

study is significant to the following:

Department of Education - The Department of Education will gain insight into how these Science Teachers conduct excellent

instructional strategies as a result of the research. If the findings show that educators appear to be inefficient when it comes to

teaching, the Department of Education will undoubtedly be able to determine what programs to implement and how to implement

them in order to provide the Educators with ideas on how to improve their teaching methods in order to improve their performance.
School Administrators - School Administrators may analyze the effectiveness of elementary and secondary science teachers' ability

or competence in leading, organizing, planning, and evaluating as a result of the research. The study will also provide information on

ways to improve curriculum, teaching, faculty and staff development, and physical facility development, which will help School

Administrators design effective implementation plans.

Elementary and Secondary Science Teachers - Science Teachers can now have the different strategic plans that can be applied

to boost teaching performance efficiency with the usage of this research because it is the main emphasis of the research. The findings

of this study can be used to help these educators improve and be more effective in delivering the Learners' performance.

Future Researchers - As a result of the research, future researchers will be able to determine which aspects of the problem remain

unsolved and how they are still influences current educators and instructional practices. Following researchers will be able to prove

and solidify their understanding of the problem, as well as broaden the scope of the study's impact, as a result of this.

Definition of Terms

Unknown terms that are key or important terms in the study are clearly clarified in this section.

Cognitive

: of, relating to, or involving conscious mental activities (such as thinking, understanding, learning, and remembering)

Educational Practices

: the instructional tasks and strategies that promote learning at each level and how to sequence and individualize those learning

activities (knowledge of how to cultivate both content knowledge and learning competencies as part of everyday instructional

practices)

Genetics

: the study of heredity and the variation of inherited characteristics.

Homogeneous

: of the same or a similar kind or nature; of uniform structure or composition throughout a culturally homogeneous neighborhood
Influential

: having great influence on someone or something.

Instructional

: intended or used for teaching; educational; giving detailed information about how something should be done or operated.

Insufficient

: not enough; inadequate.

Physiological

: relating to the branch of biology that deals with the normal functions of living organisms and their parts.

Precise

: marked by exactness and accuracy of expression or detail.

Psychologist

: an expert or specialist in psychology.

Secondary

: coming after, less important than, or resulting from someone or something else that is primary.

Self-efficacy

: refers to an individual's belief in their capacity to execute behaviors necessary to produce specific performance attainments. Self-

efficacy affects every area of human endeavor.

 CHAPTER 2

Review of Related Literature and Studies

Foreign Literature

Cheng et. al. (2018) said, academic effectiveness and local implementation are major determinants in survival following cardiac

arrest, according to the formula for survival in resuscitation. Contemporary educational options, such as standardized online and face-

to-face courses, are inadequate. This correlates to subpar clinical care and poor cardiac arrest survival rates. And as per the American

Society of Resuscitation Educators (ASERT) and the American College of Emergency Medical Practitioners, recovery education must be

enhanced to guarantee that persons experiencing cardiac arrest receive quality resuscitative care (ACMP). The use of recognized

educational strategies that improve knowledge retention should be incorporated into the design and delivery of resuscitation

education.

As per Close et. al (2018), with the passage of the No Child Left Behind Act in 2002, federally mandatory testing became a

reality. Large-scale assessments became one of the cornerstones of accountability-based systems and policies for not only districts,

schools, and students, but also teachers, as a result of this step. Despite this, Congress passed “Every Student Succeeds Act” in 2015

in response to acknowledged flaws in such methods, particularly at the student and teacher levels (ESSA). The new law offered states

more discretion over their state evaluation and accountability systems while reducing federal oversight.

As reported by Darling-Hammond et. al. (2017) to acquire competencies such as deep knowledge of difficult topics, sophisticated

teaching methods are required. To assist instructors in learning and refining pedagogies, effective professional development (PD) is

required. In order to foster improvements in teacher practices and student learning, professional development programs tend to be

ineffectual. Also, Teachers’ professional learning is gaining popularity as a means of supporting students' development of increasingly

sophisticated skills in preparation for future education and career in the twenty-first century.

According to the study of Day (2017), Teachers' Worlds and Work is a comprehensive, research-based examination of major

variables that influence teachers' work and lives individually and in combination. The book offers innovative, in-depth, and holistic
perspectives on their influence, as well as recommendations for improving and maintaining instructors' abilities and enthusiasm to

teach. Identifying what factors influence the quality of a teacher's work over the course of their career is critical to fostering and

maintaining their long-term dedication and effectiveness.

However, According to Fauth et. al. (2019), in a pre-post approach, learners' conceptual grasp and interest were assessed during

different instructional units. Learners' interest was positively associated with teacher competency (pedagogical content understanding,

self-efficacy, and instructional excitement). These associations were mediated by three aspects of teaching quality (cognitive

activation, supportive atmosphere, and classroom management).

As per Gore et. al. (2017) concluded that the Quality Teaching Framework (QT) is not just technique in the sense of practicing

single teaching abilities, but also in the context of complete lessons. In this way, rather than weakening the academic and spiritual

parts of teaching, the method increases them. The findings add to the global evidence foundation for bettering teaching. Although we

believe the QT framework and its implementation in Quality Teaching Rounds are part of the most current practice-based change in

teacher education (Zeichner, 2012), we feel they do different sorts of work. QT encompasses concerns for social justice, integrating

classroom learning to broader social challenges, and the handling of knowledge, among other things.

Based on what Hanunshek and Rivkin (2010) study, the precise approach for attributing disparities in classroom accomplishment

to teachers has sparked a lot of debate and inquiry. The authors begin by quickly describing the overall analytical framework that

underpins much of the work in this field, and then go on to present the breadth of findings from recent efforts to assess teacher

efficacy variance. An education production function is generally used to begin an analysis of teacher value added.

According to Regmi and Jones (2020), the following characteristics have been highlighted as having an impact on e-learning:

cooperation and discussion between help learners develop; taking into account learners' incentive and expectations; using consumer

software; and placing learners at the center of pedagogy. There is a lot of room for better understanding the difficulties surrounding e-

learning enablers and facilitators, as well as building policies and programs to determine when, how, and where they fit best, thereby

constructing a wider framework to make e-learning successful.

 However, according to Imam et al. (2014), the global importance of science and technology which dominates in every society

requires an educational system that provides a venue for the development of scientific knowledge and skills. Evidently, the rapid

development of this field of knowledge through scientific inventions and discoveries posts a challenge to educational institutions to

contribute their part in this growing demand of scientific inquiry. In the Philippines, the study of science is mandatory in all levels of

education and the state is mandated to give priority to science and technology education, training and services. Students need to

develop scientific literacy in order to participate fully as citizens, community members, and in the globalized economy. Scientific

literacy dictates that students should have the reading ability to evaluate the print-based information presented to them.

Lastly, Usanov (2020) believed that one of the most hotly debated topics in contemporary Uzbek society is the state of education

and its prospects. Language training is also looked into from other angles. The essay examines eight ways to improve teaching and

looks at the educational process in general. It makes suggestions for how teachers might improve their teaching - learning process.

The article illustrates the role of student involvement and preference in furthering the instruction, in line with teachers' classroom

management skills. The problem of addressing students' academic needs is discussed in the article as a critical aspect in improving

education quality.

Local Literature

According to the study by Torres et al. (2020) a faculty member plays a critical role in a university's success and good reputation,

both among students and among professors. Being employed as a faculty member in a university necessitates proficiency. It is a

method of promoting students' learning by ensuring not only the quality of teachers in their particular field of study, but also that

students interact with experts. Personal traits, professional qualities, social qualities, and instructional skills are the four components of

an effective educator. All of these attributes will be examined for key future decisions, according to the researchers.

As mentioned in the study by Fiscal (2019) Higher education institutions (HEIs) are critical in the generation, transmission,

dissemination, and application of knowledge to students, faculty, and industry. As a knowledge-based institution, HEIs should always
act and function in accordance with the knowledge agenda. The public has challenged HEIs to innovate and distribute information by

changing their function from teaching, research, and service. Universities all across the world have implemented KM processes,

systems strategies, approaches, practices, methodologies, and models to address the challenge. The goal of KM adoption in higher

education institutions is to adapt to globalization and integration. Research, training, knowledge usage for better decision making, and

knowledge exploitation to increase the degree of knowledge distribution are all specific goals of KM implementation.

Based on the study by Alipio (2020) Science helps the learners to improve the knowledge about different forms of scientific

explanation and phenomenological science facts can be proven by the use of experimental evidence. Educational practices resulting

best plan to have a proper learning system that learners need to widen learning and have interest in Science. Higher education

completion is a significant milestone in a person's life. The transition from senior high school to college, on the other hand, can be

difficult, and students' ideas about their fate during this time can be a source of stress. Another change is college professors' adoption

of a new approach known as Outcome-Based Education (OBE). The Commission on Higher Education (CHED) mandated the

implementation of this scheme in Philippine universities and colleges in 2012 through CHED Memorandum Order No. 46, in order to

keep up with worldwide teaching-learning methodologies and competitiveness.

As reported by Cruz (2020) academic overload refers to students' feelings of being overwhelmed by their academic

obligations while obtaining a degree at a university. Students who are overworked academically may believe this. There is insufficient

time to manage all academic tasks properly and sufficiently, such as tests, exams, research projects, essays, and oral presentations.

The amount of effort students put into academic work is influenced by their judgments of the demands of the academic tasks and

their assessments of their abilities to complete the tasks, and insufficient effort can lead to academic failure. In reality, it has been

proven that issues controlling academic burden have a detrimental impact on academic adjustment to university and academic

success. To effectively seek help, students must first identify the problem that requires assistance, recognize that learners require

assistance with that problem, and feel that seeking help would be beneficial. Several students may seek psychological or counseling

services during their time at university academic support to aid individuals with interpersonal, social, academic, or career-related

issues.
 In line with Ancheta Ancheta (2020) management of learning materials is simple for both teachers and students at

academic institutions with their own LMS. Quizzes, classwork, and other performance assignments, such as quarterly exams, can all be

made available online. For simple communication, user administrators can create email accounts for students using Microsoft Office

365. Schools with minimal funding and resources, on the other hand, make full use of the system. A strategy that is modular. If there

isn't a platform for uploading learning materials, parents can request items from the school by following the required procedures. In

practice, this enables professors to work from home while students learn at their own speed at home. However, there is a big problem

with online evaluations. To counter the impact of Covid-19 in the Philippines, the Department of Education (DepEd) reiterates its

commitment to providing quality education that is relevant to basic education services, based on its tagline "Sulong Edukalidad"

framework. The redesigned MELCs are also part of the DepEd's reaction to establish a resilient education system, particularly during

emergencies, and will be implemented in SY 2020-2021.

According to the study by Hero (2019) in the Philippines, the execution of the K to 12 Education program demands the use of

technology in the classroom. Technology integration in the classroom enables and assists Social Studies teachers to bridge the gap

between traditional teaching techniques and technology-based teaching and learning tools and facilities, thereby addressing the

shortcomings of traditional teaching methods. As a result, an increasing number of educators are exposing themselves to the

technological infusion that can help them improve their teaching performance in Social Studies. Furthermore, integrating technology

into the classroom is critical for increasing teacher productivity and performance. Currently, the country is implementing the K to 12

Education program, which highlights technology integration in teaching as one of its key features in improving teacher performance

and productivity, particularly among Social Studies teachers in public high schools, as well as how technology can be used in the

learning process.

As reported in the study Sumardani (2021) teachers must keep in mind that each country has its own method. Every country has

its own approach to science education. For the Philippines, the official curriculum instruction is to teach all courses in English. Another
difficulty is that English is the official language of instruction in science classes. However, it is widely acknowledged that most teachers

and students employ a combination of English and Filipino dialects in classroom instruction and discussion. Teachers' minds are always

drawn back to the issue of language. Teachers inquire as to how they might teach science to children who are unable to comprehend

the language. To overcome linguistic barriers, the obvious solution is to use actual goods and experiences. In any language, direct

experience is also the best approach to develop word meanings. To add to the difficulties, appropriate instructional resources are

scarce.

In line with Walag et al. (2020) self-efficacy beliefs are a teacher's assessment of his or her ability to facilitate the

accomplishment of desired learning objectives and to engage pupils in learning and performance. Self-efficacy beliefs are crucial in

deciding teaching behaviors, which include selecting appropriate instructional activities, planning lessons, and preparing for difficult

situations. Teachers who have a high level of self-efficacy are more likely to use inquiry-based teaching methods and create learner-

centered environments for their learners. The many science concepts and applications are now taught in a spiraling progression

manner, in which the scope and order of contents are built in such a way that concepts and skills are repeated at each grade level to

facilitate mastery from one level to the next. Science teachers must teach all of science's specialties in each grade level, with

increasing difficulty and complexity.

Meanwhile the study by Roberto & Madrigal (2018) teachers' ability to teach is determined by their teaching standards.

Participation in various in-service trainings and programs improved their knowledge, abilities, and attitudes. However, work habits and

experience in the profession have the greatest impact on teaching performance. Teachers' standards competency influences or

associates with their teaching performance. Teachers can keep track of their own progress in meeting teaching standards, which will

help them achieve the requisite competency and improve their teaching performance. Personal growth and development, such as

obtaining additional education and pursuing a master's degree or other professional courses, is a major problem that the school must

address in order to preserve teacher quality.

 As mentioned by Gepila (2020), a good teacher knows how to choose which of these orientations to use is appropriate for his or

her class. The latter requires a theoretical and practical understanding of educational psychology, teaching methods, new

communication strategies, social psychology, and communicating outcomes to others, among other things students who take into

account the entire teacher-cognition process. The new Philippine Professional Code is being adopted and implemented. Standards for

Teachers recognizes the value of professional standards in the ongoing professional development and advancement of teachers, based

on the principle of lifelong learning, which refers to the systematic acquisition, upgrade, and promotion of knowledge, skills, and

attitudes, and encourages self-directed learning.

Foriegn Studies

The study of Bal-Taştan et. al. (2018) found out that for scientific education and academic achievement of students in science,

the impact of instructor attributes on self-efficacy level is critical. The effects of teacher efficacy and enthusiasm on learners'

educational excellence in scientific education in secondary and high schools in Iran and Russia were explored in this study.

Fischer et. al. (2018) stated that components of instructional implementation features are connected with student performance in

a meaningful but modest way. As a result, this study reaffirms the need for high-quality career development for instructors and

advises that research into effective teaching approaches be advanced. A quantitative analysis backs up some of Desimone's (2009)

teacher professional improvement theoretical model. Multilevel structural equation models based on national data sets containing data

from 133 336 students and 7434 instructors show that career development engagement and contextual school- as well as instructor

factors affect pedagogical skills.

As reported by Fawns et. al. (2020), a growing number of metrics convert items, traits, and practices into data, which can

subsequently be manipulated. While evaluation should aid in making informed decisions, it should also include relationships and

situations. It should make a concerted effort to support teacher development and pedagogically sound educational practice. Empirical
study on how evaluation might leverage data-driven methodologies to support nuanced judgments, not just about teaching, but about

complex educational ecologies, is needed.

According to Hartinah (2020) stated the licensed teacher's performance was directly influenced by the principal's leadership and

the work environment. Aspiration to affiliate, on the other hand, had no effect on teachers' performance. The data was evaluated

using the most up-to-date technique, Structural Equation Modeling (SEM), which is based on Partial Least Square. Autonomous head

management and workplace environment elements can explain individual teacher's productivity.

As stated by Malik (2018) study, the converging impact of globalization, ICT and knowledge explosion has led to phenomenal

changes in modern society. To cope with these run-away changes we need to prepare the workforce with skills to handle a range of

electronic technologies. A different approach to the delivery of education is required. The study contends that nothing other than a

major shift in the way education is offered to tomorrow's and tomorrow's 'digital natives,' especially in low - income nations, is

required. It is critical for a country to give calibrated education to produce internationally competitive citizens, according to the

argument that education is the engine room and the strength of a nation is founded on its quality education.

While Mosbiran et. al. (2020) stated that the headmaster's leadership is critical in defining the school's success path. Absolutist,

democrat, and politique leadership approaches are all used to describe school leadership. In Malaysia, a meta-analysis was undertaken

to look into past studies on special needs students' leadership. Qualified teachers in middle and high schools were also known to be

involved in these studies.

In line with Suryawati and Osman (2017), the study aims to determine the impact of contextual instruction on learners' scientific

attitudes and Natural Science performance among junior high school students in Pekanbaru, Indonesia. A total of 215 Form VII pupils

from three public schools were involved in this quasi-experiment, which was divided into three groups depending on cognitive abilities.

Overall, the findings demonstrated that considerable differences exist from across the board. In terms of student achievement, the

experimental groups outperformed the control groups. There is, unfortunately, no such thing. In terms of science approach, there is a
substantial difference. These discoveries have a big impact. Implications for improving high - level thinking skills in a variety of pupils'

capacities, as well as distinct types of schools.

Moreover, Swain et. al. (2019) said that the impact of selective bonus payments (SRB) on close to the bottom, high-poverty

schools is estimated in this study. According to the findings, schools who offered SRBs experienced higher test score gains in later

years. The bonus program's theoretical approach is straightforward: SRBs result in more highly effective teachers. According to the

findings, schools who provided SRBs experienced higher test score gains in later years, particularly on state language exams.

Just as Torlak and Kuzey (2019), only managing by exception (MBE) and idealized influence (II), inspirational motivation (IM),

intellectual stimulation (IS), and individualized consideration (IC) were found to have a substantial beneficial relationship with EJS and

EJP. MBE had a considerable beneficial influence on both EJS and EJP, whereas contingent rewards had no significant effect on EJS

and a modest positive significant effect on EJP. In addition, II, IM, IS, and IC showed a considerable favorable impact on EJS and EJP.

As per Walag et al. (2020), The level of self-efficacy was reported in terms of personal science teaching efficacy and science

teaching expectancy outcome. The science teachers scored satisfactory in both personal science teaching efficacy and science teaching

expectancy outcome. This was believed to be due to their limited actual teaching experience. In terms of subject-specific self-efficacy,

teachers reported being more confident in teaching chemistry, followed by earth and space science, biology, and physics. Primary

teachers were found to be more confident in teaching chemistry, whereas high school teachers were most confident in biology. Both

groups noted to be less confident in teaching physics, which could be due to the nature of this subject. It is with these reasons that it

is recommended that in the design of professional development programs for teachers, much attention should be given to the topics

that teachers are least confident in teaching. In addition, in the design of teacher-education curricula, experience in the actual

teaching of different science subjects must be integrated to address their self-efficacy beliefs early on hopefully.

Local Studies

Alea et. al. (2020) stated that gender, length of teaching experience, and geographical area of teachers, on the other hand,

have a substantial impact on their readiness for distant learning instruction. The findings reveal that the teachers were well aware of
the COVID-19 Pandemic's presence and effects. There is no association between the demographic profiles of teachers and their

awareness of COVID-19. The study looked into teachers' knowledge of the COVID-19 pandemic and their perceptions of their schools'

preparedness. There is no association between both the demographic profiles of teachers and their awareness of the outbreak.

As reported by Molano (2020) in 2013, the K to 12 Reform (R.A. 10533) altered the landscape of teacher quality standards

in the Philippines. A similar supportive focus on teacher quality – high-quality teachers – is required as part of the reform process who

are appropriately trained and prepared to fulfill the tasks and functions of a K–12 teacher, and it is via this PPST that they will be able

to contribute to the Department of Education's vision of producing: "Filipinos who are prepared to teach." who fervently love their

country and whose principles and abilities enable them to reach their full potential and effectively contribute to the nation's

development. The talents have been designated as 21st century skills by educators, researchers, and employers, and they must be

taught at all levels of school. This approach has been incorporated into the Philippine Department of Education's K–12 Education

reform agenda. The goal of the Basic Education curriculum is to generate well-rounded persons with 21st-century capabilities. Life and

career skills, learning and innovation skills, communication skills, and media and technology skills are the four categories.

Based on the study by Fuente (2019), Science education is extremely important for the country's economic prosperity. It

promotes national prosperity, advances technology, and enhances health and industry. In this context, the qualitative research looked

into the participants' feelings about their decision to specialize in Science. The fundamental quality, teaching skill, industry awareness,

and research capacity of the teachers are evaluated in order to identify gaps and provide adequate interventions. There are, however,

external elements that influence these aspects, such as a pleasant academic environment in controlling the relationship between

competency and job performance. More attention to such factors is required.

meticulous planning to ensure a smooth procedural quality assessment of teachers' abilities.

In line with Basco (2020) Science education focuses on improving students' scientific literacy, which will prepare them to be

rational and active citizens capable of making decisions and judgements about the application of scientific knowledge that may have

health, environmental, or societal consequences. Filipino students consistently demonstrate poor science performance, despite the

good effects of these infographics as educational tools. As a result, this research was carried out in order to shed light on the subject.
In the Philippines, there is a gap in the efficiency of infographics in enhancing science academic performance. To assist teachers in

reflecting on and evaluating their own practices as they strive for personal and professional growth; to define teacher quality in the

Philippines; to describe the expectations of teachers' increasing levels of knowledge, practice, and professional engagement; to allow

for teachers' growing understanding, applied with increasing sophistication across a broader and more complex range of

teaching/learning situations; to describe the breadth of 7.

As mentioned by Dela Cruz (2022) the government's requirements and attempts for maintaining its science education

program in light of the changes brought on by the twenty-first century In the Philippines, the science curriculum was implemented to

generate scientifically literate persons who can make responsible decisions and utilize scientific knowledge to find answers to

community problems. The Philippines, on the other hand, came in last among participating countries in the latest results of the

Program for International Student Assessment (PISA) 2018, in which Science was one of the topics examined. The results of the

Philippines' inaugural participation in PISA have prepared the path for the Department of Education to propose more measures to

address the country's poor academic performance and improve education quality. Furthermore, the rapid change brought on by

Industry 4.0 poses a challenge to science educators, as the country must ensure that it can adapt to developing technologies such as

artificial intelligence. As well as robotics Through the responsive and tailor-fit programs and projects, the Department of Science and

Technology and the Science Education Institute have accomplished a number of goals.

According to the study by Cortes et al (2021) in the Philippines, there have been a variety of efforts to promote AR. One of

the attempts to encourage the culture of doing AR in the country is for the country's Commission on Higher Education (CHED) to

incorporate AR as a subject course across all specialties, as mentioned in several teacher education curricular programs. The AR

course is aimed to equip pre-service elementary teachers in their practicum with an opportunity to undertake AR to improve student

learning and teaching techniques. The AR course requires pre-service secondary science teachers to conduct AR in the content or

pedagogy of Biology, Chemistry, Physics, or Earth Science (Commission on Higher Education, 2017b). The objectives of AR courses

differ depending on the curricular program in which pre-service teachers are enrolled.
 In the light of Vera et al (2018) to get a detailed grasp of how each context defines it, as well as the accompanying

procedures of implementation and evaluation, government-mandated curricula and standards were juxtaposed with the aims of

science education, as articulated within national policies on science education. This study employs anthropological methodologies as

well as curricular theory in order to determine what each educational system values and how it operates to represent those values.

The relevance and role of a context's educational system's milieus and culture, as well as the values and beliefs contained within both,

cannot be understated among curriculum theorists and practitioners. It is for this reason that a simple uproot-and-plant model of

global educational policies not only fails, but is also a mistaken and potentially dangerous approach to developing cross-cultural

curricula. To avoid localizing the "globalized," Western approach, an investigation of current curricula within both partners' local

educational systems is required prior to curriculum development between two contexts.

As per Tupas (2019) textbooks, instructors' guides, and technology-based materials are among the science curriculum

materials provided by the ministry or department, and are produced by teachers to help students improve their performance. To

generate successful learners, effective science teachers use a variety of teaching strategies and methods. Filipino teachers become

adaptable, employing a variety of tools and procedures to make scientific instruction enjoyable and engaging. Because education is

always changing, professional development is one approach to stay up to date on current information and practices. Teachers'

professional development is essential in order to provide solid science information and enable them to gain new knowledge.

As mentioned in the study by Cordon & Polong (2020) in the growth of education, student science literacy is critical.

Science literacy, according to the OECD, is the ability of students to engage with issues connected to science and scientific concepts as

reflective citizens. People who are science literate will engage in reasoned debate about science and technology, which will necessitate

the ability to explain phenomena, evaluate, plan Science research, interpret data, and evidence Science. Science literacy is both a

measure of student progress and a measure of a teacher's success in the classroom. It needs to be looked at from a variety of angles

to see what might be causing it, such as the new curriculum (K-12), teacher and student readiness or unpreparedness in this exam, or

other factors. Assessment findings must be utilized to view student performance in the context of the K-12 Program so that relevant

and responsive policies, programs, and reforms can be implemented to further improve the quality of teaching and learning at the
school and national levels. According to the PISA 2018 findings, there is a disparity between senior and junior high schools, rural and

urban locations, and private and public schools. This problem, if discussed in detail, will result in a vast and complex problem, but it is

created by inequity in school facilities, which, if it persists, will result in a slowing in the quality of student learning processes.

However, According to Bug-os et al. (2020), the Philippines had a major revamp in its basic education curriculum, particularly

the implementation of the new K to 12 curricula. Within the five years from its full implementation, several challenges were identified

by curriculum experts, research scholars, and even the in-service teachers. This problem is evident in the revisions made in the science

curriculum. The curricular change has presented a mismatch problem between in-service science teachers and the current science

curriculum. Hence, this study aimed at examining the topics that the science teachers’ least confident in teaching in the elementary

and high school science curriculum. In this manner, the gap between an in-service science teacher and the current science curriculum

will be revealed. This study utilized a descriptive research design with adapted questionnaires from the literature. The PSTE and STEO

have satisfactory levels for elementary and high school teachers. Elementary teachers were most confident in teaching chemistry,

while high school teachers were most confident in teaching biology. Teaching physics is the least confident area in science for both

groups. The results were believed to be due to the limited years of actual science teaching experience. The findings of this study can

be used to design and develop evidence-based courses to address the gap between science teacher's efficacy and the current science

curriculum of the country.

Synthesis of Related Literature and Studies

The studies of Cheng et. al. (2018), Close et. al (2018), Darling-Hammond et. al. (2017), Day (2017), Fauth et. al. (2019), Gore

et. al. (2017), Hanunshek and Rivkin (2010), Regmi and Jones (2020), Imam et al. (2014) and Usanov (2020) focused on the various

pieces of information that support educational practices and teaching quality, which can have serious consequences for both students

and teachers.
 Meanwhile the studies of Torres et al. (2020), Fiscal (2019), Alipio (2020), Cruz (2020), Ancheta (2020), Hero (2019),

Sumardani (2021), Walag et al. (2020), Roberto & Madrigal (2018), and Gepila (2020) focused on the significance of educational

practices that influence teaching quality and teachers' ability to perform better in the classroom.

While the studies conducted by Bal-Taştan et. al. (2018), Fischer et. al. (2018), Fawns et. al. (2020), Hartinah (2020), Malik

(2018), Mosbiran et. al. (2020), Suryawati and Osman (2017), Swain et. al. (2019), Torlak and Kuzey (2019), Walag et al. (2020)

focused on describing the significance of teachers knowing the necessary practices and the consequences of quality teaching

effectiveness.

On the other hand, Alea et. al. (2020), Molano (2020), Fuente (2019), Basco (2020), Dela Cruz (2022), Cortes et al (2021), Vera

et al (2018), Tupas (2019), Cordon & Polong (2020) and Bug-os et al. (2020) focused on how teachers' education practices must

improve in order for learners to have efficacy learning knowledge.

.
 CHAPTER 3

Research Methodology

Research Design

The study is generally a descriptive-correlational study. In this kind of research design, the main objective of the study is

to describe correlation between two indicated variables. For the current study, the research is about correlation of the educational

leadership practices and their performance in teaching Science.

Moreover, this kind of research utilizes quantitative data. These quantitative data are gathered using research instruments

in the form of mostly survey questionnaire. Using the quantitative data, researcher is to make inferences and analysis based on the

results of data gathering.

Research Locale

The study is to be proceeded and done in schools found in the first district of Biñan City in the Province of Laguna. Most of

the respondents were consisting of teachers that are handling Science subjects. Also included in the respondents were the school

administrators for each participating schools.

Respondents of the Study

From the many numbers of schools in the division of Biñan City, Laguna Province, the researcher has utilized a total of 202

respondents. As can be distinguished, there are 190 teachers that are involved in this study. There are 12 respondents that are school

heads. A purposive sampling strategy has been used for this study. A purposive sampling gives the researcher the ability to determine

how many respondents are to be used in the study.

Research Instrument

The study has utilized the use of survey questionnaire for data gathering. The survey questionnaire is self-made and self-

administered by the researcher itself. It is aligned to the guided questions that are presented in the earlier parts of this research. The

survey questionnaire is divided into four (4) distinct sections. The first section identifies the profile of the respondents from their age,

gender, and highest educational attainment. The second section identifies the performance of the teachers as evaluated on their

IPCRF for the past three years from year 2018 to year 2021. On the third section, the educational leadership practices is evaluated and
assessed based on the respondents’ perception. The final section of the study is designated as an assessment on the problems

encountered by the school administrators as educational leaders. The last two sections of the survey questionnaire have utilized 5-

point Likert scale in order to assess the following statements provided in each section. Below is a table that completely shows the

utilized 5-point Likert scale.

Table 1

Verbal Interpretation

Score Range

Part III Part IV

5 4.20 - 5.00 Very Competent (VC) Highly Encountered (HE)

4 3.40 - 4.19 Competent (C) Encountered (E)

3 2.60 - 3.39 Moderately Competent (MC) Moderately Encountered (ME)

2 1.80 - 2.59 Least Competent (LC) Slightly Encountered (SE)

1 1.00 - 1.79 Not Competent (NC) Not Encountered (NE)

Data Gathering Procedure

The data gathering commenced as the researcher has given the approval to proceed to conduct the survey. Once approved, the

researcher has taken action on the following:

1. The data gathering starts by providing a letter of request to the division of city schools on the first district of Biñan City.

The letter of request informs the latter for all the actions to be taken for the sake of the research.

2. After processing the approval of the division office, the researcher then submits a letter of request on the target schools.

Attached to the files are the approval letter from the division office and a top letter explaining the brief description of the research.

3. Respondents must be then identified. Each respondent is to be provided with details that informs them and seeks for their

consent on partaking in the study.

4. Research instrument is then distributed on the target participants. The researcher assures that all needed details are to be

filled up accordingly.

5. Data is then gathered and tabulated. Each tabulated data is presented to the statistician for data analysis and inferences.
Statistical Treatment of Data

The following tools are used in order to analyze the tabulated data from the survey questionnaire. The tools are as follows:

1. Frequency and Percentage Distribution Table - this tool is used to present the frequency and the percentage of each item

that are in the questionnaire.

2. Mean Formula - this tool is used to identify and evaluate average responses on each item in the survey questionnaire.

3. ANOVA (Analysis of Variance) Test - this tool is used by the researcher in evaluating significant differences.

4. Pearson Product Moment Correlation - this tool is used by the researcher to evaluate the correlation of two variables of the

study.
 CHAPTER 4

Presentation, Analysis and Interpretation of Data

Sub-Problem No. 1 - To what extent do the school administrators practice educational leadership in their respective

schools as assessed by the school administrators and Secondary Science teachers?

1.1 Planning, Organizing, Directing and Evaluating

Table 2

Planning, Organizing, Directing and Evaluating

Indicators WM VI RANK

1 Yields reasonable organizational objectives and develops alternative

4.17 C 4

approaches to meet these objectives.

2 Eliminates or reduces the future uncertainty and chance. 4.13 C 5

3 Gains economical operation. 4.11 C 6

4 Lays the foundation for organizing. 4.18 C 3

5 facilitates organization 4.22 VC 1

6 facilitates control 4.22 VC 1

7 dictates activities 4.00 C 7

Overall WM 4.15 C

Table 2 presents the planning, organizing, directing and evaluating. From the results it is explained that they are competent in terms

of planning, organizing, directing and evaluating (Overall WM = 4.15). From the results, it is clear that it is claimed that they are very

competent in facilitating organization and control (WM = 4.22). From the results, it is also indicated that they are competent in

dictating activities (WM = 4.00). It is clearly explained their full excellence in planning, organizing, directing and evaluation.

1.2 Strategic Resource Networking

Table 3

Strategic Resource Networking

 Indicators WM VI RANK

1 gives general idea of what is to be done. He/she decides how it shall be

4.28 VC 4

done and to see that it is done

2 carries out and directs orders received by him from the administration 4.29 VC 3

3 approves each task he had completed before he is permitted to undertake

4.23 VC 7

another

4 sees that the plan of the administration is executed 4.30 VC 2

5 formulates and adopts long range plans and policies 4.23 VC 7

6 makes decisions which define operating policies 4.26 VC 6

7 assigns daily specific tasks 4.27 VC 5

8 supervises the work performed by his/her staff (teachers and non-teaching) 4.31 VC 1

Overall WM 4.27 VC

Table 3 presents the competence in terms of strategic resource networking. It presents that most of the personnel are very competent

when it comes to resource networking (Overall WM = 4.27). It is even indicated that they are very competent in supervising the work

performed by his/her staff (WM = 4.31). It is also presented that they are very competent in approving each task he had completed

before he is permitted to undertake another and formulating and adopting long range plans and politics (WM = 4.23).

1.3 Curriculum and Teaching Enhancement and Linkages

Table 4

Curriculum and Teaching Enhancement and Linkages

Indicators WM VI RANK

1 prepares school policies 4.25 VC 2

2 Refers questions to the co-administrators and teachers before taking any

4.27 VC 1

action.

3 Makes decision or takes action without approval from the higher up. 3.45 C 7
 4 Exercises complete authority on routine matters but refer the majority of

4.17 C 3

unusual items to the higher up for approval.

5 Exercises complete authority for establishing policies and goals of general

scope and establishing the lines of organizational authority for the attainment 4.15 C 4

of these goals.

6 Makes all decisions necessary for the implementation of long-range plans. 4.15 C 4

7 Makes and carries out all decisions which fall within the realm of established

3.77 C 6

policy without consulting the administration or obtaining their approval.

Overall WM 4.03 C

Table 4 shows the curriculum and teaching enhancement and linkages. It is explained that they are competent in terms of curriculum

and teaching enhancement and linkages (Overall WM = 4.03). It is even explained that most of the personnel are very competent in

terms of referring questions to the co-administrators and teachers before taking any action (WM = 4.27). It is also explained that they

were competent in making decisions that are taken action without approval (WM = 3.45).

1.4 Faculty and Staff Development

Table 5

Faculty and Staff Development

Indicators WM VI RANK

1 Gives clear, concise, and consistent orders and direction 4.21 VC

2 Gives orders based on obvious demands of particular situations or the order

4.17 C

conforms to the requirements of a particular situation.

3 gives order in a manner that is acceptable to subordinates 4.15 C

4 gives reasons why the orders are given 4.21 VC

 Overall WM 4.19 C

Table 5 shows the competency of faculty and staff development. It is denoted that they are competent in terms of faculty and staff

development (Overall WM = 4.19). It is even presented that they are ve9ry competent in terms of giving clear, concise and consistent

orders and directions and give reasons why the orders are given time (WM =4.21). It is even indicated that they are competent in

giving orders in a manner that is acceptable to subordinates (WM = 4.15).

1.5 Physical Facilities Development

Table 6

Physical Facilities Development

Indicators WM VI RANK

1 knows the use of various evaluation methods consistent with learning

4.29 VC 1

objectives

2 orients teachers on criteria for evaluation 4.24 VC 3

3 plans and defines evaluation parameters to the teachers and students on

4.23 VC 5

criteria for evaluation

4 discusses evaluation results with teachers 4.19 C 11

5 allows teachers to express freely what they feel about evaluation 4.21 VC 7

6 possesses the ability to understand and evaluate education research that is

4.27 VC 2

related to programs and issues in his/her school

7 examines students’ performance data to extract the information necessary

4.19 C 11

for campus improvement planning

8 assesses the workloads of teaching and non-teaching personnel and groups

4.24 VC 3

by:

9 ensuring that the workload is within the physical and mental competence of 4.20 VC 9
 the teacher or non-teaching personnel

10 provides specific instruction for test administration & evaluation 4.20 VC 9

11 assesses proficiency of pupils by using performance controls 4.21 VC 7

12 ides assistance to teachers in using evaluation tools 4.22 VC 6

Overall WM 4.22 VC

Table 6 shows the competence on physical facilities development. It is indicated that the personnel were identified very competent in

physical facilities development (Overall WM = 4.22). It is even explained that the teachers are very competent in terms of knowing

the use of various evaluation methods consistent with learning objectives (WM = 4.29). It is even explained that indicators have

provided that they are competent in discussing evaluation results with teachers and examines students’ performance data to extract

the information necessary for campus improvement planning (WM = 4.19).

1.6 Ensuring Orderly and Conducive Environment

Table 7

Ensuring Orderly and Conducive Environment

Indicators WM VI RANK

1 Understands the process of curriculum design, implementation and

4.35 VC 2

evaluation.

2 shows confidence in his/her understanding of the total instruction program in

4.36 VC 1

school.

3 shows confidence in his/her knowledge of best-practice research related to

4.30 VC 5

instructional practices

4 understands and communicates to staff the complex instructional and

motivational issues that are presented by a diverse student 4.25 VC 9

population

5 shows confidence in his/her skills to lead staff to understand and respect the 4.31 VC 3
 diversity of student population

6 shows confidence that he/she can lead staff to appreciate the kinds of

knowledge and skills students and their families can add to the learning 4.30 VC 5

process

7 understands the development of a professional growth plan 4.31 VC 3

8 directs teachers to employ remedial measures to pupils with learning

4.29 VC 7

difficulties

9 applies the best practices of other schools as regards teaching techniques

4.28 VC 8

and strategies

10 Establishes links with the non-government agencies for provisions for

4.23 VC 10

additional teaching materials, books and references.

Overall WM 4.30 VC

Table 7 presents the ensuring orderly and conducive environment in teaching. It is presented that many are very competent when it

comes to matter (Overall WM = 4.30). It is then explained that the teachers are very competent in terms of showing confidence in

his/her understanding of the total instruction program in school (WM = 4.36). It is also presented that they are very competent in

terms of establishing links with the non-government agencies for provisions for additional teaching materials, books and references

(WM = 4.23).

Sub-Problem No. 2 - Is there a significant difference in the assessment of the two groups of respondents on the

above-mentioned variables?

Table 8

ANOVA (Analysis of Variance) Test Results

Variable f-value p-value Int. Decision

Educational

4.11 0.01 Significant Reject Ho

Leadership Practices
Table 8 presents the results of the Analysis of Variance (ANOVA) Test Results. From the results, an f-value of 4.11 is calculated. With

this given value of f, a p-value of 0.01. This indicates that the educational leadership practices is significantly different. It even rejects

the hypothesis.

Sub-Problem No. 3 - What is the performance of Secondary Science teachers for the past three years?

Table 9

Performance of the Teachers for the Past Three Years

Year Performance Rating Equivalent

2018 - 2019 5.74 Excellent

2019 - 2020 6.23 Excellent

2020 - 2021 6.29 Excellent

Overall 6.09 Excellent

Table 9 presents the performance of the science teachers for the past three years. Clearly presented that in each succeeding year, the

teacher continuously develop and improve in their performance. From a 5.74 performance rating start, a total of 6.29 performance

rating has been verified. This simply explains that the teachers are performing excellently. They are able to know whether they need

to take charge in leading the education or not.

Sub-Problem No. 4 - Is there a significant relationship between the educational practices and performance of Science

teachers?

Table 10

Pearson Product Moment Correlation Test Results

Variable R-value Int. p-value Int. Decision

Educational

Weak Negative
Leadership
-0.41 <0.00001 Significant Reject Ho

Correlation
Practices

Performance Rating
 of the Teachers

Table 10 presents the results of the Pearson Product Moment Correlation Test. From the results, it is explained that an f-value of -0.41

has indicated weak negative correlation. It is even evaluated to have significant value with <0.00001. This rejects the hypothesis.

Educational leadership practice and the performance of the teachers are found everywhere in the map.

Sub-Problem No. 5 - What are the problems encountered by the school administrators as educational leaders?

Table 11

Problems Encountered by the School Administrators

Indicators WM VI RANK

1 Inadequate staff (non-teaching) to do administrative jobs 2.34 SE 2

2 Inadequate teachers 2.31 SE 4

3 Lack of knowledge in dealing with instructional leadership tasks 1.58 NE 12

4 Inadequate physical facilities/equipment 2.43 SE 1

5 Presence of political biases/influences that hinders the standard operating

1.98 SE 9

policies and procedures

6 Negative attitudes of the students, parents, and students’ relatives, and

2.30 SE 5

teachers towards the school and school personnel

7 Lack of cooperation from the teachers, parents, and students as regards

2.09 SE 6

school’s programs & projects

8 Low salaries and lack of incentives, and benefits of the staff 2.34 SE 2

9 Weak coordination between LGU’s, NGO’s, Division Office, and other

2.04 SE 8

agencies

10 Leadership weaknesses (from the higher ups) 2.08 SE 7

11 Lack of coordination with and support of co-school heads 1.95 SE 11

12 Lack of regular training and seminar about instructional leadership 1.96 SE 10

 Overall WM 2.12 SE

Table 11 presents the problems encountered by school administrators as educational leaders. It is presented that they slightly

encounter the indicated problems (Overall WM = 2.12). It is even indicated that they slightly encounter inadequate physical facilities

and equipment (WM = 2.43). It is also indicated that they slightly encounter low salaries and lack of incentives and benefits of the

staff and also Inadequate staff (non-teaching) to do administrative jobs (WM = 2.34).

Sub-Problem No. 6 - Based on the findings, what do the researcher recommends?

The Educator's exhibition is vital. It could be said, it is apparently the most compelling school-related factor deciding an understudy's

achievement. As indicated by Deunk et. al. (2018), PC innovation can be a useful device in working with informative strategies, which

has not been canvassed in past audits. Besides, our discoveries exhibit that homogeneous capacity gathering alone is lacking to

guarantee educating approaches. It underscores the meaning of fusing separation techniques into a more extensive scholastic setting.

Moreover, Regier (2020) accepted that dominance encounters greatestly affected executives' self-adequacy for showing strategies,

trailed by verbal influences, physiological condition, and vicarious encounters. Moreover, people who announced higher self-viability for

showing strategies viewed themselves as more certain about their capacity to utilize fitting educational capacities.

Through such, it is obvious that there are numerous methodologies for instructive pioneers to give the appropriate strategy to

successful way working with realizing, which will be the essential wellspring of their productive and powerful learning. Different

instructive practices and Science Educator's Performance not set in stone using the examination, as well as the sum to which these

Educators proficiently practice their successful instructing approaches.

Table 12

Intervention Plan

KEY

PERSON
EXPECTED
RESPONSIBILIT ACTIVITIES SOURCE OF
OBJECTIVES TIMELINES
INVOLVED
OUTPUT
Y AREA BUDGET

Physical Facilities Provide adequate Teaming up with As the need arises School Admins School Fund Laboratory
 the district offices

to generate Facilities and

and well-equipped

Development facilities that are and Teachers Equipment are

facility

needed in the prepared

learning

Training and More personnel

Training personnel

seminar for School Admins are able to

for administrative As the need arises School Fund

leadership and Teachers develop good

positions

Faculty and Staff development leadership skills.

Development Training and

Have an adequate Teachers become

seminars for School Admins

number of As the need arises School Fund adequate in

aspiring teachers and Teachers

teachers number

and faculties

Salary and

Increase salary Proposition of new

School Admins benefits of the

and benefit of the salary increase As the need arises School Fund

and Teachers staff are very

staff and incentives

appealing.

Ensuring Orderly Teachers and

and Conducive Creating positive Regular monthly parents become

Environment vibes with the convention and more attached

School Admins

parents and counselling for As the need arises School Fund and understand

and Teachers

teachers and better each other.

students improvement Positive feedback

is identified.
Sub-Problem No. 7 - How acceptable is the proposed intervention model as assessed by the respondents?

Table 13

Acceptability of the Proposed Intervention Model

Indicators WM VI Rank

1. The proposed strategic model could be a program and adopted by the institution. 4.01 A 4

2. The over-all action of the proposed strategic model can be made clear to all concerned. 4.11 A 1

3. The proposed strategic model will benefit the institution. 4.02 A 3

4. The proposed strategic model is workable and operative. 3.89 A 5

5. The proposed strategic model is flexible enough to adapt to different conditions for

4.07 A 2

which it is intended.

Overall Mean 4.02 A

Table 13 presents the acceptability of the proposed intervention model. Based on the perceptions and assessment of the school

administrators, the proposed intervention model is acceptable (Overall WM = 4.02). It is even explained that the intervention model is

clear to all concerned (WM = 4.11). It is even indicated to be workable and can be operated (WM = 3.89).
 CHAPTER 5

Summary of Findings, Conclusions and Recommendation

Summary of Findings

The Educator's presentation is vital. One might say, it is ostensibly the most persuasive school-related factor deciding an

understudy's achievement. As indicated by Deunk et. al. (2018), PC innovation can be a useful device in working with informative

procedures, which has not been canvassed in past audits. Moreover, our discoveries exhibit that homogeneous capacity gathering

alone is lacking to guarantee instructing approaches. It underscores the meaning of fusing separation strategies into a more extensive

scholarly setting. Likewise, Regier (2020) accepted that dominance encounters greatest affected directors' self-viability for showing

strategies, trailed by verbal influences, physiological condition, and vicarious encounters. Besides, people who detailed higher self-

viability for showing strategies viewed themselves as more positive about their capacity to utilize proper educational capacities.

Through such, it is clear that there are various methodologies for instructive pioneers to give the appropriate technique to

successful way working with realizing, which will be the essential wellspring of their proficient and powerful learning. Different

instructive practices and Science Educator's Performance still up in the air using the examination, as well as the sum to which these

Educators proficiently practice their powerful educating approaches.

1. From the outcomes it is clarified that they are equipped as far as arranging, putting together, coordinating and assessing

(Overall WM = 4.15). From the outcomes, obviously it is guaranteed that they are extremely skilled in working with association and

control (WM = 4.22). From the outcomes, it is additionally demonstrated that they are skilled in directing exercises (WM = 4.00). It is

obviously clarified their full greatness in arranging, putting together, coordinating and assessment. It presents that the vast majority of

the work force are exceptionally skillful with regards to asset organizing (Overall WM = 4.27). It is even shown that they are extremely

skillful in directing the work performed by his/her staff (WM = 4.31). It is additionally introduced that they are extremely skilled in

endorsing each assignment he had finished before he is allowed to embrace another and figuring out and taking on lengthy reach

plans and governmental issues (WM = 4.23). It is clarified that they are able as far as educational plan and showing improvement and

linkages (Overall WM = 4.03). It is even clarified that the vast majority of the staff are exceptionally skillful as far as alluding inquiries

to the co-heads and educators prior to making any move (WM = 4.27). It is likewise clarified that they were capable in settling on
choices that are made a move without endorsement (WM = 3.45). It is indicated that they are equipped as far as facult and staff

advancement (Overall WM = 4.19). It is even introduced that they are ve9ry capable as far as giving clear, compact and predictable

orders and headings and provide justifications for why the orders are given time (WM =4.21). It is even demonstrated that they are

equipped in providing orders in a way that is satisfactory to subordinates (WM = 4.15). It is shown that the faculty were distinguished

exceptionally skilled in actual offices improvement (Overall WM = 4.22). It is even clarified that the instructors are exceptionally skilled

as far as knowing the utilization of different assessment techniques reliable with learning targets (WM = 4.29). It is even clarified that

markers have given that they are skilled in talking about assessment results with instructors and inspects understudies' exhibition

information to remove the data vital for grounds improvement arranging (WM = 4.19). It is introduced that many are extremely able

when it adapts to issue (Overall WM = 4.30). It is then clarified that the educators are extremely able as far as showing trust in

his/how she might interpret the absolute guidance program in school (WM = 4.36). It is likewise introduced that they are exceptionally

capable as far as laying out joins with the non-government offices for arrangements for extra showing materials, books and references

(WM = 4.23).

2. From the outcomes, a f-worth of 4.11 is determined. With this given worth of f, a p-worth of 0.01. This demonstrates that

the instructive initiative practices is essentially unique. It even oddballs the theory.

3. Obviously introduced that in each succeeding year, the educator consistently creates and work on in their presentation.

From a 5.74 presentation rating start, a sum of 6.29 execution rating has been checked. This essentially clarifies that the instructors

are performing astoundingly. They can know whether or not they need to assume responsibility in driving the training.

4. From the outcomes, it is clarified that a f-worth of - 0.41 has shown frail negative connection. It is even assessed to have

huge worth with <0.00001. This dismisses the speculation. Instructive authority practice and the exhibition of the educators are

tracked down wherever in the guide.

5. It is introduced that they somewhat experience the demonstrated issues (Overall WM = 2.12). It is even demonstrated

that they somewhat experience insufficient actual offices and hardware (WM = 2.43). It is likewise shown that they somewhat

experience low compensations and absence of motivating forces and advantages of the staff and furthermore Inadequate staff (non-

educating) to do regulatory positions (WM = 2.34).

6. In view of the discernment and appraisal of the school heads, the proposed mediation model is adequate (Overall WM =

4.02). It is even clarified that the intercession model is obvious to all concerned (WM = 4.11). It is even demonstrated to be useful

and can be worked (WM = 3.89).

Conclusions

The following conclusions are derived by the researcher.

1. From the outcomes, obviously it is guaranteed that they are extremely skilled in working with association and control. From

the outcomes, it is additionally demonstrated that they are skilled in directing exercises. It is obviously clarified their full greatness in

arranging, putting together, coordinating and assessment. It presents that the vast majority of the work force are exceptionally skillful

with regards to asset organizing. It is even shown that they are extremely skillful in directing the work performed by his/her staff. It is

additionally introduced that they are extremely skilled in endorsing each assignment he had finished before he is allowed to embrace

another and figuring out and taking on lengthy reach plans and governmental issues. It is clarified that they are able as far as

educational plan and showing improvement and linkages . It is even clarified that the vast majority of the staff are exceptionally skillful

as far as alluding inquiries to the co-heads and educators prior to making any move. It is likewise clarified that they were capable in

settling on choices that are made a move without endorsement . It is indicated that they are equipped as far as facult and staff

advancement . It is even introduced that they are ve9ry capable as far as giving clear, compact and predictable orders and headings

and provide justifications for why the orders are given time.

2. There is a significant difference between the different educational leadership practices. It only implies the relativity of the

variables.

3. The teachers are performing effectively. They have an excellent performance rating based on the assessment and

evaluation.

4. There is a significant correlation between the practices of educational leadership and the performance rating. They relative

with each other.

5. There are problems that are experienced by the involved persons. They tend to slightly experience these problems and are

able to address this.

6. The proposed intervention model are acceptable and can be implemented immediately.

Recommendation

The following are the recommendations of the researcher.

1. There is a need to improve educational leadership practices. In this way, learning can be more conducive as usual.

2. It is important to implement the intervention plan the soonest time possible.

3. Further research must be done in order to help improve the intervention model.
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