Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2026
|
| Online Access: | https://doi.org/10.5281/zenodo.19205721 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866901746903678976 |
|---|---|
| author | Primalyn S. Andres |
| author_facet | Primalyn S. Andres |
| contents | <p><span>This descriptive-correlational study examined the influence of school leadership support on teachers' use of PISA-like assessments in public secondary schools in Diffun District during the 2025-2026 academic year. It includes 70 Grade 9 and Grade 10 teachers in English, Mathematics, and Science selected through stratified sampling. It aimed to measure teachers' profiles, perceptions of leadership support, and frequency of use of PISA-like assessments. The data were analyzed using frequency, percentage, median, Mann-Whitney U test, Kruskal-Wallis test, and Spearman's rank correlation. Findings revealed that teachers perceived a high level of leadership support, particularly in vision, monitoring, and feedback. Teachers also reported a very high frequency of integrating PISA-like assessments, including higher-order thinking skills and real-world tasks. No significant differences were found across sex and the subject taught, although Grade 10 teachers reported better access to resources. A significant positive relationship was established between leadership support and teachers' frequency of use of PISA-like assessments. This study concludes that strong institutional support enhances the consistent implementation of PISA-aligned assessment practices in public secondary schools.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19205721 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Institutional Support on Teachers' Use of Pisa-Like Assessments Primalyn S. Andres <p><span>This descriptive-correlational study examined the influence of school leadership support on teachers' use of PISA-like assessments in public secondary schools in Diffun District during the 2025-2026 academic year. It includes 70 Grade 9 and Grade 10 teachers in English, Mathematics, and Science selected through stratified sampling. It aimed to measure teachers' profiles, perceptions of leadership support, and frequency of use of PISA-like assessments. The data were analyzed using frequency, percentage, median, Mann-Whitney U test, Kruskal-Wallis test, and Spearman's rank correlation. Findings revealed that teachers perceived a high level of leadership support, particularly in vision, monitoring, and feedback. Teachers also reported a very high frequency of integrating PISA-like assessments, including higher-order thinking skills and real-world tasks. No significant differences were found across sex and the subject taught, although Grade 10 teachers reported better access to resources. A significant positive relationship was established between leadership support and teachers' frequency of use of PISA-like assessments. This study concludes that strong institutional support enhances the consistent implementation of PISA-aligned assessment practices in public secondary schools.</span></p> |
| title | Institutional Support on Teachers' Use of Pisa-Like Assessments |
| url | https://doi.org/10.5281/zenodo.19205721 |