Teachers' Instructional Practices and Students' Academic Performance: Analyzing the Perceived Challenges in Implementation

The study explored how teachers' instructional practices relate to students' academic performance. It used a convergent-parallel mixed-method design, using both quantitative and qualitative approaches. The respondents included 30 teachers and 308 students from a public school. The data was collected using the Instructional Practices Survey. To measure students ' academic performance, the general weighted average is based on DepEd Order No. 8 s. 2015 or the E-Class Record. The data were analyzed using descriptive analysis and Pearson's correlation coefficient. For the qualitative part of the study, a researcher-made questionnaire was used, and thematic analysis was applied to identify challenges, impacts, and strategies used by the teacher for addressing the challenges. The results showed that teachers displayed evident instructional practices, and students' academic performance was consistently satisfactory. However, there was no significant relationship between teachers' instructional practices and students' academic performance. Teacher-participants reported facing challenges, such as student-related issues, lack of resources, and teacher-related challenges that affected their teaching. Despite these challenges, teachers found ways to address them. The study suggests using different research instruments to measure teachers' instructional practices, increasing the sample size to include a larger district or division setting, and applying other statistical methods like regression analysis to understand the relationship between these two variables better.