Instructional Leadership, Competency Skills, and Supervisory Practices toward the Development of Science, Technology, Engineering, and Mathematics (STEM) Learning Continuity Model

Abstract : Instructional leadership, competency skills and supervisory practices are crucial factors in ensuring STEM learning continuity during class disruptions, yet the correlation among these variables as predictors of learning continuity in STEM education need further explorations. In this study, the researcher investigates these dynamics among curriculum implementers in the City Schools Division of Cabuyao in the SY 2025-2026. Using a descriptive correlational research design, the study determines the level of instructional leadership, competency-skills, supervisory practices and how they affect the STEM Learning Continuity during class disruptions. Using purposive sampling, 340 curriculum implementers responded to a validated survey questionnaire which was analyzed Pearson moment correlation and multiple regression analysis using the SPSS software. The findings indicated a very high level of supervisory practices (mean=3.66, SD=0.28), followed by competency skills (mean= 3.52, SD=0.44), and instructional leadership (mean=3.57, SD=0.30), among curriculum implementers. The level of STEM learning continuity (mean=3.61, SD=0.27) was also found very high. The test of significance unveiled a strong and significant correlation between instructional leadership and competency-skills (r = 0.620) and between instructional leadership and supervisory practices (r = 0.632), while a moderate yet significant correlation between competency skills and supervisory practices (r = 0.568) at p-value <0.001. Regression analysis revealed that instructional leadership, competency skills and supervisory practices are significant moderate predictors of STEM learning continuity (R2= 0.423, Adj.R2 = 0.418 at p-value <0.001). It was further revealed that only instructional leadership (ꟕ=0.150, P-value = 0.11) and supervisory practices (ꟕ=0.472, P-value=<0.001) are significant predictors of STEM learning continuity during class disruptions. Based on these results, the researcher recommends implementing MLMN Model: A Systems and Leadership Approach on STEM Learning Continuity as a guide for curriculum implementers in ensuring STEM learning continuity during class disruptions.