Author

Michelle Angela Jagyo
Cebu Technological University – Main Campus
R. Palma St., cor. M.J. Cuenco Ave., Cebu City, Philippines
Email: mjagyo3@gmail.com

Abstract

Teacher advising is an essential component of student success, playing a critical role in both academic performance and overall student well-being. This study explored the relationship between students’ perceptions of teacher advising practices and their academic performance, with the goal of developing a responsive action plan to enhance advisory strategies. Grounded in Social Cognitive Theory, the research focused on how Grade 6 students at a public elementary school in Lahug, Cebu City Division perceived their advisers in terms of accountability, empowerment, and emotional support during the second quarter of the 2024–2025 school year. A total of 35 students participated in the study, providing data through structured questionnaires that were analyzed to identify correlations between perceptions and academic outcomes. The findings revealed that students generally held positive perceptions of their advisers, particularly in terms of accountability and support. These two dimensions were found to have a statistically significant positive relationship with academic performance. Students described their advisers as approachable, attentive, and supportive, which contributed to a sense of safety and motivation in the learning environment. Although adviser empowerment linked to fostering student autonomy was positively viewed, it did not show a significant correlation with academic achievement in this context. These results suggest that enhancing adviser accountability and providing strong emotional and academic support can lead to improved student outcomes. The proposed action plan emphasizes teacher training in effective advising strategies, stronger school-wide support systems, and collaborative engagement of stakeholders. This study serves as a basis for improving advisory practices and offers insights for future research in other educational settings.

Keywords: Teacher advising practices, student perception, academic performance, classroom management, teaching approach, descriptive-correlational method, action plan.

DOI: http://doi.org/10.69651/PIJHSS0501779

Recommended citation:
Jagyo, M. A. (2026). Students’ perceptions of teacher advising practices and their relationship to academic performance: Basis for an action plan. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 8664-8679. http://doi.org/10.69651/PIJHSS0501779

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