ALICIA — A recent scientific study reveals that the quality of science instruction in public secondary schools is heavily influenced by a combination of teacher demographic profiles, teaching positions, educational backgrounds, and the availability of school facilities. This comprehensive research was conducted by Carlos V. Cabantac Jr from Palayan Region High School alongside Celso C. Dumalig from Pangal Sur High School in 2026. Published in the International Journal of Scientific Multidisciplinary Research, these findings are vital amid global efforts to transform K-12 education to foster strong scientific literacy and adaptive problem-solving skills in the digital era.
The state of basic education in the Alicia region of Isabela, Philippines, frequently encounters classic challenges such as limited instructional materials, heavy teacher workloads, and a shortage of continuous laboratory training. However, effective science education requires safe and interactive experimental spaces to stimulate student curiosity. This study maps how individual educator characteristics interact with school management policies to determine the effectiveness of knowledge transfer within classrooms.
The research methodology utilized a descriptive-correlational design involving the entire population of 35 science teachers across four public secondary schools in Alicia through total enumeration. Data collection was carried out using a researcher-developed Likert-scale survey questionnaire measuring three primary dimensions consisting of teacher-related internal factors, school environment factors, and instructional quality. The collected data were processed using descriptive frequency distribution statistics alongside inferential Chi-square tests and Pearson correlation coefficients to identify significant relationships between variables.
The statistical analysis revealed compelling findings regarding the impact of gender on pedagogical approaches where male and female teachers demonstrated significant differences in seminar participation, teaching strategy variety, classroom motivation, and student behavior management. Female teachers exhibited higher proficiency in structured lesson planning and providing intense constructive feedback, whereas male teachers showed great strength in digital technology integration and performance-based laboratory tasks.
Age and teaching experience were also proven to play a crucial role in classroom dynamics. The study found that younger teachers tend to be significantly more innovative, adaptable to multimedia tools, and enthusiastic about adopting inquiry-based learning methods. On the other hand, senior teachers with longer tenures displayed mature expertise in classroom conflict management, emotional stability, and time management efficiency despite heavy workloads. Notably, the highest educational attainment of a teacher served as the strongest predictor for the variety of assessment tools used to evaluate student learning performance.
Regarding the school environment, teachers' perceptions of laboratory facility adequacy, student-to-class ratios, and administrative support from school principals showed a direct correlation with teaching performance. The study emphasizes that educators who feel institutionally supported and have direct access to functional laboratory tools demonstrate significantly higher instructional competence. Regular feedback and positive academic supervision from school management were proven to boost teacher morale and reduce stress levels in secondary schools.
The long-term implication of this study provides a strong recommendation for public policymakers and the local Department of Education to urgently implement gender-responsive and intergenerational teacher training systems. Collaboration between tech-savvy junior teachers and highly experienced senior teachers can serve as an internal school strategy to elevate instructional quality. Furthermore, budgetary investments focusing on modernizing school laboratories and reducing administrative burdens are absolutely necessary so that teachers can focus on the core quality of lesson content. Society, particularly parents, must also provide consistent support at home to maintain children's interest in science.
The profile of the research authors consists of Carlos V. Cabantac Jr based at Palayan Region High School, Department of Education, Alicia, Isabela, Philippines. The second author and corresponding writer is Celso C. Dumalig based at Pangal Sur High School, Department of Education, Echague, Isabela, Philippines. Both are educational practitioners and active researchers focusing on science curriculum development, instructional quality, and school management at the secondary education level.
Research Source:
Journal Article: Factors Affecting the Quality of Instructions of Science Teachers in Public Secondary Schools of Alicia, Isabela
Journal: International Journal of Scientific Multidisciplinary Research (IJSMR), Vol. 4, No. 5, 2026: 711-730
DOI:
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