Intellective and Non-Intellective Correlates of Academic Performance of Filipino 7 Learners in Basista Pangasinan

Abstract

This study aimed to determine the intellective and non-intellective correlates of academic performance of Filipino 7 learners in Basista, Pangasinan during the school year 2025-2026. The public-school teachers and their school heads in curriculum and instruction division both agree that on the level of intellect and non-intellect skills along leadership skills, distinctive skills, critical skills, change skills, and research skills, failed to manifest in proven by the results and findings of this study. The intellect skills on computer and e-learning lacks enhancement evident by the results of the findings, this can be associated with the low intake of seminars and trainings for the enhancement of skills of public-school teachers. They were not totally assessed with regard to their intellect and non-intellect skills that are essential in their duties and responsibilities in supervising and monitoring the programs, projects, and activities in their respective schools. The perceptions of the public-school teachers and their school heads did not contradict each other in the level of intellect and non-intellect skills of the school head during the full implementation of various programs, projects and activities of the schools. The relationship between the perception of the two group of respondents and their level of intellect and non-intellect skills did not differ much. An action plan primarily to the enhance the level of intellect and non-intellect skills of the Filipino 7 teachers will be proposed. The following were respectfully recommended by the researcher after analyzing the findings and conclusions. Filipino 7 teachers may pursue to address their issues and concerns, challenges encountered, recommendation of stakeholders for better implementation of various programs, projects and activities through the strengthened manifestation of their intellect and non-intellect skills.  should work with their school heads to create an avenue to communicate with parents, Local Government Unit (LGU) and other stakeholders for the information drive and campaign of school-based program. School Governance Council should create a platform to reach those stakeholders and discuss the plan for school year, school calendar of activities and the information-drive campaign. Collaborative sessions and support within the district for the Filipino7 teachers must employ effective intellect and non-intellect skills in dealing with their principals and teachers through the updated profiling and data-based monitoring and supervision. Supervise schools with the least in terms of best practices and implement benchmarking activities that will serve as eye opener for some schools in the district. Adapt their school-based management best practices in terms of curriculum delivery and governance of resources, personnel, facilities and growth of their faculty members. The intervention program in the form of proposed action plan should be used by the Filipino 7 teachers to enhanced the level of their intellect and non-intellect skills essential in carrying-out their duties and responsibilities in monitoring and supervision.