Teachers' Proficiency, Integrated Performance Task Effectiveness, and Student Academic Outcomes in Private Secondary Schools: A Quantitative Study

This study examined the role of Integrated Performance Task (IPT) in leveraging student academic outcomes among private secondary schools in Bislig City, Surigao del Sur, Philippines during School Year 2025–2026. Specifically, it described the profile of teacher and student respondents, assessed teachers’ proficiency in implementing IPTs, and determined the effectiveness of IPTs in promoting student academic outcomes. The study employed a quantitative descriptive research design involving 117 teacher respondents selected through complete enumeration and 356 student respondents selected through stratified proportional random sampling from five private secondary schools. Data were gathered using validated researcher-made questionnaires and analyzed using frequency counts, percentages, and weighted means. Findings revealed that most teacher respondents were predominantly classroom teachers in the early stages of their careers with relatively limited exposure to IPT-related training, while most students demonstrated satisfactory to outstanding academic performance. Teachers exhibited a high level of proficiency in IPT implementation (overall M = 4.368), with the strongest performance observed in alignment of clarity and outcomes (M = 4.458) and assessment and feedback for growth (M = 4.451). IPT was rated highly effective in promoting student academic outcomes (overall grand mean M = 4.286), with teachers assigning higher ratings than students across all indicators. The findings indicate that IPTs serve as valuable learner-centered assessment strategies capable of promoting meaningful learning experiences and improved academic outcomes. The study recommends sustained teacher professional development and strengthened support mechanisms to further enhance IPT implementation.