A Survey on Tendency Towards Curriculum Ideologies among Junior High School Mathematics Teachers
Keywords:
curriculum ideologies, scholar academic, social efficiency, learner-centered, social reconstructionAbstract
INTRODUCTION
Beliefs, attitudes, and ideology play a fundamental role in the teaching profession. They shape curriculum ideology and therefore influence curriculum visions, philosophies, doctrines, opinions, conceptual frameworks, and belief systems in the education. Exploring teacher's curriculum ideology provides a precise baseline data for more significant support to the learner and service-centered delivery of education.
METHODS
The research was a quantitative descriptive study. The survey questionnaire was developed by the Ph.D. students of PNU-Manila in Contemporary Curricular Perspectives in Mathematics Education during the third term of the school year 2017-2018. The questionnaire was validated by Dr. Evangeline F. Golla. The respondents composed of 15 Junior High School Math teachers at Tanza National Comprehensive High School (TNCHS). Descriptive analysis was conducted using frequencies, percentages, and arithmetic means.
RESULTS
The results of the study showed that most of the mathematics teachers subscribed to Learner-Centered Ideology, while Scholar Academic Ideology was the least preferred. Social Reconstructionism and Social Efficiency ranked second and third, respectively.
DISCUSSIONS
The study explored the curriculum ideologies of 15 junior high school mathematics teachers at TNCHS, which are limited into four ideological perspectives, which are Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction. It is seen that mathematics teachers least subscribe to the belief that the purpose of schooling is to efficiently meet the needs of society by training youth to function as future mature contributing members of society. This reflects a call for the repositioning of the mathematics teachers' vision and values to the present-day demands of the education as mandated by the K to 12 curriculum of progressive mathematics for social reconstruction.