Factors Affecting the Quality of Instructions of Science Teachers in Public Secondary Schools of Alicia, Isabela
DOI:
https://doi.org/10.55927/ijsmr.v4i5.35Keywords:
Instructional Quality, Science Teachers, School FactorsAbstract
This study examined the factors affecting the quality of instruction among science teachers in public secondary schools in Alicia, Isabela, focusing on teacher-related, school-related, and instructional quality factors. Using a descriptive-correlational design, data were gathered from 35 science teachers through a survey questionnaire and analyzed using descriptive and inferential statistics. Findings revealed that teachers generally demonstrated high competence, effective teaching practices, and strong engagement in professional development. School environments were perceived as supportive, though administrative support and collaboration require improvement. Significant relationships were found between instructional quality and teachers’ profiles, indicating that demographic and professional characteristics influence teaching effectiveness. The study highlights the need for continuous professional development and enhanced institutional support.
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