SCHOOL GOVERNANCE PRACTICES AND PISA REVIEW PERFORMANCE: A CORRELATIONAL ANALYSIS

Education

The Programme for International Student Assessment evaluates the cognitive abilities of 15-year-old learners in reading, math, and science. The result provides economies with insight into the aptitude of learners, the state of education, and the competence of their human capital, factors that are essential for economic development. While existing literature has explored the relationship of specific school-based management indicators to the academic performance of learners in PISA, few have examined how school governance as a whole system influences academic performance. This study examines the relationship between school governance practices and PISA review performance of learners from three PISA sampled schools in Davao De Oro. This quantitative correlational research utilized a survey questionnaire as a primary data-gathering tool for school governance indicators such as teacher participation in decision-making, resource allocation, and instructional leadership. The PISA review posttest scores were gathered as data for academic performance. The participants were 101 PISA takers, and 29 teachers purposively selected. The data was analyzed using statistical tools such as mean, standard deviation, Pearson r correlation. Drawing on the results from the survey and posttest scores, this study showed that there are high levels of teacher participation in decision-making, resource allocation, and instructional leadership in PISA sample schools; however, it is revealed that these school governance indicators did not show a significant relationship with PISA posttest performance. Based on these findings, it is recommended that schools strengthen programs and activities that support teacher participation in decision-making, professional development opportunities for teachers, and supply sufficient school resources. Furthermore, it is recommended that future research should explore other school governance practices, teacher-related factors, and student-related factors to draw connections between PISA performance.

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