The Readiness of Science Teachers in the Implementation of K to 12 Programs in Public Secondary Schools in the Bicol Region as a Basis for a Training Design

Abstract

INTRODUCTION

In order to properly implement the K to 12 Program, the readiness of science teachers in the secondary level through their mastery of the content, instructional and assessment competencies and availability of facilities must be gauged. With the recommendations brought forth in this study, the findings can be adapted for training design.

METHODS

This study used the descriptive-inferential correlated methods of research. The descriptive method, such as frequency count, rank order, weighted mean, and percentages, was used to describe the profiles of the respondents, level of readiness, problems encountered, and possible solutions. The inferential method was used to test the signed agreement on the level of readiness among the science teachers and the identified problems and the perceived solution.

RESULTS

The respondents from small and large schools were ready in their entire competency domain. Medium schools were much ready in the knowledge and both ready in the skills and understanding level. The topmost instructional competencies of the science teachers were the creation of situations that encourage learners to higher order thinking skills through the use of the local language; linking current content with past and future lessons; and the alignment of the lessons objectives, teaching methods, learning activities, and instructional materials. The highest assessment competencies in three types of schools were: kept accurate records of grades of learners and conducted regular meetings with parents. Small schools have some available facilities except for microscopes and chemical reagents. In medium and large schools, facilities were more available.

DISCUSSIONS

The training design was formulated based on the findings of the study to enhance the knowledge, skills, and understanding of the science teachers resulting to an improved performance which will spell a high achievement level of the learners. Level of readiness of Science Teachers in the public secondary schools in the Bicol Region in terms of the mastery of the content in their knowledge, skills, and understanding level was merely ready. However, their instructional competencies were much competent. Also, assessment competence of teachers in large and medium schools was much competent while in small schools were only competent. Public Secondary Schools had available facilities for the implementation of K to 12 but were deemed insufficient.