Teachers’ curriculum practices as drivers of senior high school learners’ learning outcomes

Abstract

Teachers play a pivotal role in the successful implementation of the curriculum, making their instructional practices essential to achieving quality learning outcomes among Senior High School learners. This study determined the relationship between teachers’ curriculum practices and the learning outcomes of Grade 12 learners in the four public secondary schools in the District of Catigbian, Division of Bohol, during the School Year 2026–2027. Specifically, it examined teachers’ curriculum practices in terms of instructional planning and preparation, curriculum implementation and delivery, instructional strategies, and assessment and evaluation practices, and assessed learners’ academic performance, mastery of competencies, critical thinking and problem-solving skills, communication skills, and collaboration skills. The study employed a quantitative descriptive correlational research design involving 40 Grade 12 teachers selected through proportionate sampling. Data were gathered using a researcher-modified and validated questionnaire and analyzed using frequency, percentage, weighted mean, composite mean, and Pearson Product-Moment Correlation Coefficient (Pearson’s r). Findings revealed that teachers demonstrated highly practiced curriculum practices, with an overall composite mean of 3.98, while learners exhibited a high level of learning outcomes, with an overall composite mean of 3.92. Among the dimensions of curriculum practices, instructional planning and preparation obtained the highest rating, whereas collaboration skills emerged as the strongest learner outcome. The study further established a statistically significant positive relationship between teachers’ curriculum practices and learners’ learning outcomes, indicating that effective curriculum planning, instructional delivery, appropriate teaching strategies, and sound assessment practices contribute significantly to improving students’ academic achievement and the development of essential 21st-century competencies. Based on the findings, the study recommends the implementation of targeted intervention measures, continuous professional development programs, and strengthened instructional support systems to further enhance teachers’ curriculum practices and optimize learner outcomes in Senior High School.