World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue III (March 2026), pp.245-248
Albert G. Jayme
Abstract
This dissertation studied the academic anxiety of 10th graders and how teachers in certain public secondary schools in the Division of Mandaue City lead and manage their classrooms. The study employed a descriptive-quantitative design, encompassing 105 students and 30 teachers during the 2025–2026 academic year. It looked at four types of academic anxiety: test anxiety, numerical anxiety, communication anxiety, and performance anxiety. It also looked at how teachers used shared decision-making, differentiated instruction, and collaborative problem-solving to lead their classrooms.
The results indicated that students typically exhibited a moderate degree of academic anxiety. Conversely, educators indicated that they were implementing leadership management strategies designed to enhance student learning and classroom achievement. The study additionally indicated that there was no substantial difference in the perceptions of academic anxiety between students and teachers, nor was there a significant correlation between teachers’ leadership practices and students’ levels of academic anxiety.
Even so, the results still show that having a supportive classroom leader is important, especially when it is part of a school culture that encourages guidance, recognition, and emotional safety. Because of this, the study suggests that schools should use more learner-centered teaching methods, more responsive school-based guidance programs, and more targeted help for students who have test, math, and performance-related anxiety.
Keywords: academic anxiety; teacher leadership; learner-centered learning; Grade 10 students; school management
https://doi.org/10.65494/pinagpalapublishing.181
