Abstract
This research determined the extent of team-oriented instructional management and its relationship to students’ academic performance in Science 5 at Cahayag Elementary School. Specifically, the study examined the profile of teacher and learner respondents, the extent of team-oriented instructional management practices, the extent of teachers’ instructional practices in a collaborative environment, and the learners’ performance in selected Science competencies related to the water cycle. The study also identified the enabling factors that support the effective implementation of collaborative instructional practices and proposed a team-oriented instructional management framework and activity sheets to enhance students’ learning. The study employed a quantitative descriptive–correlational research design. The respondents consisted of twelve teachers and twenty-four Grade 5 learners from Cahayag Elementary School. Data were gathered using a structured questionnaire for teachers and performance-based assessment for learners focusing on three competencies: explaining how the Sun’s energy drives the water cycle, describing the processes involved in the water cycle, and explaining the importance of the water cycle to life on Earth. The collected data were analyzed using frequency counts, percentages, weighted means, standard deviation, and Pearson’s correlation coefficient. Findings revealed that team-oriented instructional management practices were implemented to a very high extent, particularly in terms of collaborative planning, shared leadership, coordination of instructional practices, and implementation of team-based instructional strategies. Teachers demonstrated strong collaboration characterized by positive professional attitudes, effective communication, and shared accountability for student learning. Learners also showed a high level of mastery of the selected Science competencies. Furthermore, the results indicated a significant relationship between team-oriented instructional management and students’ academic performance. The study concluded that collaborative instructional practices contribute positively to improved learner performance and instructional effectiveness.