HomeUIC Research Journalvol. 18 no. 2 (2012)

Institutional Leadership, Teacher’s Competence on Curricular Trends and Student’s Performance in Science

Camfel V. Balaud-tabboga

Discipline: Education



The study primarily aimed to determine whether there is a significant combined influence of institutional leadership in science education, and teacher’s competence on curricular trends on student’s performance in science education in private secondary schools in Region XI. Employing a descriptive-correlation design, this investigation was conducted in Region XI (Davao Region or Southern Mindanao) with 233 purposively selected Science Teachers from private secondary high schools. A 20-item-researcher-made Questionnaire was administered to them. The statistical tools used in the interpretation of data and the testing of the null hypothesis were the weighted mean, arithmetic mean, standard deviation, and linear regression. Results show that the level of institutional leadership in science education among the high schools in Region XI is high as quantified by a mean value of 4.43. There is a high level of teacher’s competence on various curricular trends, which is quantified by an overall mean value of 4.31. It was also noted that the students’ performance in science is low as denoted by an overall mean of 24.20 out of the perfect score of 60. Out of the 10 divisions whose records were shared by the Dep Ed Region XI, only 2 have average ratings (G – 33.40, and I – 33.05). Statistical analysis shows that none of the two independent variables was able to establish a significant predictivye influence on students’ performance in science. There is also no combined predictive influence as revealed b an r2 of 21.0% with a p-value of 0.439 which is greater than 0.05.