School-Based Redefining the Professional Roles of Araling Panlipunan Teachers

Abstract

INTRODUCTION

Teaching is known to be one of the most challenging professions. Thus, it calls for educators who know every aspect of the field and consider the relationship with the learners, colleagues and the community that they serve.In this study, the researcher explored if there is a significant difference on how the AralingPanlipunan teachers carried out their roles in terms of designing and implementing programs, assessing, evaluating and reporting, and developing supportive environment as they are grouped according to their length of service, position, grade level handle,and school affiliation. This study was strongly supported by pieces of evidence.

METHODS

The study utilized the descriptive-correlation design. The researcher conducted an interview with Junior Social Studies teachers in Rosario, Cavite. Eighteen teachers responded to a set of semi-structured, researcher-made survey questionnaire. Documentary analysis through observation was also conducted in the two teaching sites (Bagbag National High School and Rosario National High School.)

RESULTS

Most of the respondents who were interviewed have served below 10 years as Teacher I and are handling Grade 7 at BNHS. The rest of the respondents have more than 10 years in service as Teacher II or III while one of them as Master Teacher I handling Grade 8, 9 and 10 at RNHS. The respondents generally assessed that they "strongly agree" with the components of their professional roles as Araling Panlipunan teachers in Junior High School. Data showed that there is no significant difference between Designing Program, Assessing, Evaluating and Reporting, and Developing Supportive Environment when grouped according to length of service, grade level handled, position, and school affiliation

DISCUSSIONS

The results could be due to the fact that teachers' professional roles are well-defined as a mandate of the Department of Education and the school heads must ensure, through instructional supervision, that these are practiced by the teachers. The teachers must be encouraged and supported to take educational advancement and the school must provide professional development that is relevant and meaningful to them.