Social Studies Teachers' Behavior and Students' Academic Performance of Public Secondary Schools: The Dipolog City Experience
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-10Keywords:
teacher behavior, academic performance, social studies, department of education, Dipolog CityAbstract
Teacher behavior is an important classroom factor that may shape students' engagement, motivation, and academic outcomes in Social Studies. This study determined the level of Social Studies teachers' behavior and its relationship with students' academic performance in public secondary schools in Dipolog City during School Year 2025-2026. The study employed survey and descriptive-correlational research methods. Three hundred thirty-two (332) Grade 10 learners served as respondents and were selected from a population of 2,404 learners using proportionate sampling. The research instrument was composed of the respondents' profile, a 59-item teacher behavior questionnaire adopted from Murray (1983), and students' second-quarter academic performance taken from class advisers' records. Weighted mean, standard deviation, and Spearman rank-order correlation coefficient were used, with Microsoft Excel and jamovi as statistical tools. Findings revealed that the assessed level of teachers' behavior was high and often demonstrated (AWV = 4.08, SD = 0.70). Among the indicators, disclosure and speech obtained the highest ratings, while clarity obtained the lowest but remained favorable. Students' academic performance was very high, with most learners obtaining an Outstanding rating. A statistically significant positive but low correlation was found between teachers' behavior and students' academic performance (rho = 0.136, p = 0.013). The findings imply that effective teacher behavior contributes to learners' academic outcomes, although other learner, family, and school-related factors may also influence performance.
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Copyright (c) 2026 Anna Rose A. Cabalida, MA SOC STUD, Edgardo S. Cabalida, EdD (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
