Asean Integration Challenges and Change Management Practices: their Impact on Language Teachers' Perception on Curriculum, its Delivery, and Assessment

Abstract

INTRODUCTION

Anchored on the aim of ASEAN Integration to produce a greater number of knowledgeable, skilled, and globally competent graduates, the main purpose of this study was to determine the challenges of ASEAN Integration in the Public Secondary educational system and assess the management practices of School Leaders and Its Impact on the Language Teachers'Perception on the Curriculum, its Delivery, and Assessment.

METHODS

The descriptive method of research was utilized in this study. A survey questionnaire was the primary source of obtaining data provided to 21 Public Secondary School Heads and 143 language teachers in the Division of Calamba City using total enumeration as a sampling technique.

RESULTS

The findings revealed that the assessment of the School Heads in the Public Secondary Education in Calamba City is Challenged with regards to the problems on equity and quality of education encountered in relation to ASEAN Integration. However, the school leaders' change management practices are worthy despite the challenging issues that confront them as school managers. Moreover, the challenges faced by the school leaders in the delivery of equity and quality education services have a significant relationship to the degree of change management practices they employ in their respective schools. And significantly, the language teachers perceived them to be supportive in the delivery and assessment of the curriculum.

DISCUSSIONS

The results show that there are problems on equity and quality of education in the Division of Calamba since School Heads are challenged. However, their change management practices for equity and quality of education is very satisfactory despite the challenges they encountered as regards ASEAN Integration in the curriculum. Thus, the perception of the language teachers on the change of management practices among school leaders in relation to the curriculum is positive for the reason that the school heads are supportive with regards to curriculum delivery and assessment. This positive perception of the teachers among their School Heads is an indicator of the strength of the program in the public educational system.