ABSTRACT
This study aimed to determine teachers’ internal factors in science teaching and their relationship with learners’ academic performance. It was conducted in five public secondary schools in the 5th Congressional District of Iloilo during School Year 2024–2025 and involved thirty (30) junior high school science teachers and four hundred fifty (450) learners, with fifteen (15) learners selected from each teacher’s class. The findings revealed no statistically significant differences in teachers’ internal factors when grouped according to length of teaching experience, educational attainment, and teaching position. However, a significant difference was found in learners’ science grades when classified according to sex, age, and grade level. Furthermore, the results showed no significant relationship between teachers’ internal factors and learners’ academic performance in science. The study concluded that while teachers’ professional background may slightly influence their internal teaching factors, learners’ performance in science is largely influenced by sex, age, and grade level.
Keywords: Internal Factors, Science Teachers, Learners’ Academic Performance
INTRODUCTION
Science education plays a crucial role in equipping learners with the knowledge and skills necessary to address real-world problems and contribute to sustainable development (UNESCO, 2019; UNESCO, 2023). In the Philippines, significant reforms such as the implementation of the K to 12 curriculum in 2012 have aimed to align the basic education system with global standards (Department of Education [DepEd], 2013). Despite these efforts, challenges persist in science education, as evidenced by Filipino learners’ low performance in international assessments like the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) (OECD, 2019; Mullis et al., 2020; OECD, 2023).
Teachers remain among the most influential factors affecting learners academic performance. Research highlights that teacher quality, instructional competence, and classroom practices significantly impact learners’ engagement and achievement in science (Sok & Heng, 2024; Darling-Hammond et al., 2020). Teachers not only deliver curriculum content but also foster critical thinking, inquiry skills, and meaningful learning experiences, which are essential for developing learners’ scientific understanding and active participation in learning.
Beyond observable teacher and learner characteristics, internal psychological factors such as motivation, self-efficacy, professional commitment, and attitudes toward teaching have a strong influence on instructional decision-making and classroom effectiveness (Klassen & Tze, 2020; Collie, 2021; Zee & Koomen, 2021). According to social cognitive theory, teachers with higher self-efficacy exhibit greater adaptability, persistence, and instructional effectiveness, which in turn positively influence learner engagement and academic performance (Bandura, 1997; Fackler et al., 2021). Empirical studies also show that teacher self-efficacy predicts the use of learner-centered and inquiry-based teaching strategies, leading to improved academic performance (Kim & Park, 2021; Lauermann & König, 2023).
While prior research has often examined teacher effectiveness and learner achievement separately, few studies have integrated teacher characteristics, learner variables, and internal psychological factors as combined predictors of academic performance in science education (UNESCO, 2021; Scherer et al., 2022). Investigating these relationships is crucial for understanding how instructional and psychological variables interact to influence science learning outcomes.
This study, therefore, sought to explore teachers’ internal factors in science teaching and their relationship to learners’ academic performance, providing evidence that may inform instructional practices, professional development, and educational policy improvements.
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