This study investigates the correlation between teachers profiles and their research orientation on teaching practices and student learning outcomes. It aims to explore demographic profiles of the teachers, assess the level of research orientation among science teachers, evaluated teachers teaching practices, and student learning levels. By examining these, it sought to answer relationship between teachers profile teaching practices students learning, relationship between research orientation to teaching practices and students learning. It is also, uncover insights into how teachers backgrounds and research orientations influence their instructional methods and its relation to student learning outcomes in the science curriculum. The study adopted the concurrent mixed method design. To gather essential data, a researcher-designed questionnaire served as the primary tool used to administer 64 science teachers from the Division of Laguna, District of Sta. Cruz, serving as respondents. Statistical analyses included calculating the mean, standard deviation, and Pearson correlation coefficient to assess hypotheses. While thematic analysis was performed to generate conclusion out of participants responses. From the studys data analysis, it was found that the majority of respondents fell within the age range of 26 to 35 years old, female-married teachers who are specialized in biological science and serving the education institution from 7 to 10 years. Additionally, it was revealed that teachers high obtained very high research orientation. Also, it is indicated that teachers excelled in teaching practice reflecting their ability to adapt approaches to meet diverse student needs through exposure to varied research activities. Moreover, it is evident that learners obtained very high performance in their level of understanding and retention, information literacy, attitude towards learning, self-efficacy and learning and engagement and participation. Teachers profile was observed to have relationship to teaching practices as teachers teaching sciences and experiences in the field of teaching with ancillary loads aided teachers to develop different strategies in dealing students needs. Moreover, teachers profile also played significant predictors in students learning thus signified that teachers development improved students learning experiences as they were able to craft different methods that captured students interest in complex idea simplified with innovative approach. Research orientation was observed to influence students learning thus signified rejection of the null hypothesis. Teachers initiative in attending research related seminar and exchange of idea leaded them to their growth in the profession as they were able to perceived solutions in problems encountered in curriculum delivery and assessment through innovative strategies. Also, teachers orientation affected the development of students learning thus signified rejection of null hypothesis as the teachers willingness to attend seminars and related activities to improve their professional knowledge in conducting action research aided the students interest and learning experiences in sciences. Based on the findings and conclusions made, the school can tailor inclusive training for diverse teachers, foster a research culture, offer incentives for teacher research, and adapt based on factors affecting research involvement.

Learning outcomes

learning experiences

Teacher initiative