Special Science Program Implementation: School Heads and Teachers’ Practices and Learners’ Academic Performance

Abstract

The study focused on implementing the Special Science Program (SSP) in selected schools using its practices of school heads and teachers and how it related to academic performance in Science. Specifically, the study aimed to identify the respondents’ demographic profile, implementation of SSP in terms of curriculum and instruction, resource management, and process of selection, and level of learners’ academic performance. A descriptive-correlational research design was used, with a sample of 80 teachers as respondents. The results showed that the majority of respondents had longer years of service in school and were bachelor’s degree holders; however, many did not have any related training in the Special Science program. Regarding all three dimensions, the implementation of the program was rated very great, demonstrating that schools implemented the SSP’s objectives successfully. In addition, learners’ academic performance in Science was very outstanding, showing that the program was effective in terms of promoting them to achieve. On the other hand, responses also showed that there was no significant relationship between demographic profiles and SSP implementation; however, a weak yet significant correlation between program implementation and learners’ performance was seen. This means that in both cases, high-quality instructional supervision, teacher competence, and leadership practices are more of a factor than demographic characteristics. Therefore, continuous training for professional development, enhanced leadership, and sufficient resource support are recommended in order to maintain the quality of the Special Science Program and increase learners’ scientific literacy and academic performance further.