Instructional Skills of Teachers and Support of Stakeholders in Relation to Performance of Learners

Abstract

This study examined the instructional skills of teachers and stakeholders’ support in relation to the academic performance of struggling learners in a selected public school in the Schools Division of Negros Island Region. Specifically, it determined the level of teachers’ instructional skills in terms of differentiated instruction, formative assessment, and adaptive teaching; the extent of stakeholders’ support in terms of parental involvement, school administration support, and community support; and the academic performance of learners. It also examined whether teachers’ instructional skills and stakeholders’ support were significantly related to learners’ academic performance. The study employed a quantitative descriptive-correlational research design and involved 99 qualified respondents associated with identified struggling learners. Data were gathered through validated research instruments, while learners’ academic performance was based on official school records. Findings showed that teachers demonstrated a high level of instructional skills (M = 3.61, SD = 0.36), with differentiated instruction obtaining the highest rating (M = 4.06, SD = 0.53), while adaptive teaching was rated moderate (M = 3.17, SD = 0.62). Stakeholders’ support was generally moderate (M = 3.21, SD = 0.46), with community support rated highest (M = 3.43, SD = 0.61) and parental involvement lowest (M = 2.84, SD = 0.57). Learners demonstrated varied reading performance, with 37 classified as transitioning readers and 36 reading at grade level. The findings further revealed no significant relationship between instructional skills and academic performance (rₛ = .100, p = .325) and between stakeholders’ support and academic performance (rₛ = .089, p = .381). These results suggest that learners’ academic performance may be influenced by factors beyond teachers’ instructional skills and stakeholder support alone. The study recommends strengthening adaptive teaching, targeted reading interventions, parental engagement, and coordinated school-community support to address the diverse learning needs of struggling learners.