The Readiness of Grade 5 Teachers in the Implementation of K to 12 Program: Basis for Training Design

Abstract

INTRODUCTION

Huge shifts have been occurring in education that are continuing to impact teaching and learning today. Some changes are positive such as the country's record high school graduation rate, narrowing achievement gaps, greater number of students attending college. But all types of change” particularly those that have the potential to yield the most positive outcomes" can be challenging.

METHODS

The researcher utilized the descriptive-inferential-correlational method of research with documentary analysis. The respondents answered the researcher-made questionnaire. Frequency count, percentage, rank, Kendall Coefficient of concordance W, and chi-square (x2) were used to treat the data statistically.

RESULTS

Most of the teachers were Bachelor's Degree holders, others are with units in Master of Arts, and had finished Master's Degree, while others with units in PhD, and are Doctorate Degree holders. Position items are Teachers I, II, and III, the rest are Master Teachers I and II. As for the length of service, the majority are Bracket 1-10 years, others were 11-20 years, and 21-30 years, and 31 years and above. The following indicators were: Assessment of pupils' performance; Knowledge of the subject matter; Classroom management; and Teaching Strategies, instructional materials. Facilities and equipment, textbooks outlined in the K to 12 Program are unavailable to provide the teachers needed instructional materials and devices and lack of teachers' training to effectively implement the K to 12 Program. The following items were: Provision of an effective solution along with teacher's conflict and other emotional condition. The support of the stakeholders, parents, and the community along various programs and projects of the school. The school lacks resources and manpower to implement the program effectively. The teaching personnel are prepared to implement the K to 12 Program to ensure the main goal and objectives of the implementation is achieved.

DISCUSSIONS

Most of the respondents prioritized their professional growth, considered experienced facilitators of learning. Teachers in the different types of schools in the Bicol Region are ready to implement the K to 12 Program. They ensure that the main goal and objectives of the implementation are achieved. The initiatives to address the challenges encountered by the teachers in the implementation of the K to 12 Program were necessary. This manifests that these initiatives are needed to address those challenges encountered.