The Teaching of Senior High School General Academic Strand (Gas)

Abstract

Introduction

This study aimed to identify the teaching of Senior High School General Academic Strand (GAS) Teachers in the City Schools Division of Urdaneta and the problems encountered with an end view of an intervention program for a more effective Senior High School implementation.

Methods

The research work used percentage and means to analyze profiles and responses and Pearson r to determine whether the relationship between profile and practices existed. This study utilized the descriptive survey method involving all thirty-three (33) Senior High School GAS teachers in the City Schools Division of Urdaneta during the school year 2016-2017.

Results

The majority of the respondents are females who are in their early middle age period and educationally qualified. The Senior High School GAS teachers effectively practiced teaching in terms of Curriculum Development, Teacher Preparation, and Teaching Strategies. Sex influences the teaching of Senior High School GAS teachers along with curriculum development. Moreover, the respondent's highest educational attainment and position remarkably influence teaching along Teacher Preparation. The problems the teachers encountered are Slightly Serious and they are manageable. The intervention program in the study is a viable alternative for more effective teaching in Senior High School GAS.

Discussions

In light of the significant findings and conclusions drawn, the researcher recommends that the teacher-respondents must pursue their master's degree or doctoral degree for their professional growth and development. Thus, making them more effective, dedicated and committed to their profession. Participation in in-service training, seminars, and Learning Action Cell (LAC) sessions should also be pursued. They should also keep themselves up-to-date with the current educational trends. The school heads and teachers should also strengthen linkages with the community and other stakeholders so that they may know the problems related to the implementation of K to 12 and that they may provide assistance. This will further strengthen the school-community relationship. The schools should also adopt more innovative trends, improving their facilities and preparing themselves for globalization through the utilization of multimedia. The adoption of the inferences derived should be considered by school heads and teachers.