Linking Strategic Instructional Management and Science Teaching Approaches among Public Secondary School Teachers

Abstract

This study examined the relationship between strategic instructional management and science teaching approaches among public secondary school teachers in the Wright Districts of Paranas, Samar, Philippines. Specifically, it determined the extent of implementation of strategic instructional management, identified the teaching approaches employed by science teachers, examined the relationship between these variables, and identified the challenges encountered in their implementation. A quantitative descriptive-correlational research design was employed involving 35 science teachers and 8 school heads through total enumeration. Data were gathered using a researcher-developed questionnaire that underwent expert validation (CVI = 1.00) and reliability testing (Cronbach's α = 0.79). Descriptive statistics and Kendall's Tau-b correlation were used to analyze the data. The findings revealed a very high level of implementation of strategic instructional management, with grand mean ratings of 4.49 among teachers and 4.81 among school heads. Science teachers consistently employed diverse teaching approaches, yielding an overall mean of 4.63, with the Science–Technology–Society (STS) approach obtaining the highest rating (M = 4.71). Significant positive relationships were found between strategic instructional management and teaching approaches, particularly between instructional support systems and inquiry-based learning (τ = .51, p < .001), and instructional support systems and project-based learning (τ = .50, p < .001). Challenges in implementing strategic instructional management (M = 2.93) and teaching approaches (M = 2.98) were encountered only sometimes. The study concludes that strategic instructional management serves as an enabling mechanism for adopting diverse, learner-centered teaching approaches in science education. Strengthening instructional support systems, resource provision, and teacher development initiatives may further enhance the quality of science instruction.