School Heads’ Teaching Thinking Strategies and Performance in Getafe I And II Districts

AUTHOR(S)

ZENDY T. TOSTON

ABSTRACT

—— This study investigated the extent to which school heads in Getafe I and II Districts, under the Department of Education (DepEd) Schools Division of Bohol, implemented teaching thinking strategies and how these strategies influenced school performance during the School Year 2024–2025. The total population of 27 school heads and a randomly selected sample of 306 teachers participated in the study. A descriptive-correlational design was used, employing a researcher-made survey questionnaire using a 5-point Likert scale. Data were analyzed using SPSS. Findings revealed that both school heads’ and teachers’ demographic and professional profiles such as age, sex, educational attainment, length of experience, and trainings attended did not significantly influence their perceived implementation of teaching thinking strategies. Regression models for both groups showed low R² values and statistically insignificant predictors, indicating that individual profiles did not meaningfully explain implementation levels. However, Pearson correlation analyses revealed a modest but statistically significant relationship between teachers’ perceived implementation of thinking strategies and school performance in School-Based Management (SBM) key areas. Variables such as age (p = .036), teaching experience (p = .010), and seminars/trainings (p = .028) were significant predictors. In contrast, school heads’ perceived implementation had limited association with school performance indicators. Further, emotional intelligence elements like empathy, self-regulation, and motivation were positively correlated with the implementation of thinking strategies, though not always with school performance. These results suggest that while individual demographic characteristics may not drive instructional practices, organizational factors such as school culture, strategic leadership, and context-specific training might play a more crucial role. The study recommends a shift from profile-based professional development to competency-based leadership and teaching models focused on strategic implementation and contextual adaptability. Keywords — Teaching Thinking Strategies, School-Based Management, SPSS, School Heads, Teachers’ Perceptions