Level of Student Satisfaction Toward the Teaching Performance of Their Science Teachers

Quality teaching plays a vital role in enhancing student learning, engagement, and academic success in Science education. This study determined the level of student satisfaction toward the teaching performance of Science teachers at Sumirap National High School. Specifically, it examined student satisfaction in terms of instructional delivery, classroom management, assessment practices, learning resources used, and teacher–student relationship, and investigated whether significant differences existed when respondents were grouped according to grade level and sex. The study employed a descriptive-comparative research design involving 82 secondary school students selected through stratified random sampling. Data were collected using a validated and reliable researcher-made questionnaire with a Cronbach’s alpha coefficient of 0.87. Frequency and percentage, weighted mean, t-test, and Analysis of Variance (ANOVA) were used to analyze the data. Findings revealed that students were generally highly satisfied with the teaching performance of their Science teachers, with Teacher–Student Relationship and Instructional Delivery obtaining very high ratings, while Classroom Management, Assessment Practices, and Learning Resources Used were rated high. Moreover, no significant differences were found in the level of student satisfaction when grouped according to grade level and sex. Students further recommended the use of more interactive teaching strategies, hands-on activities, technology integration, and clearer assessment feedback to enhance Science learning experiences. The study concludes that effective instructional practices and positive teacher–student relationships contribute significantly to student satisfaction and recommends the continued enhancement of learner-centered and technology-supported teaching approaches in Science education.