The Impact of Facilitative Teaching Process on the Performance of Junior High School Teachers in the Division of Tanauan City

Abstract

INTRODUCTION

Globalization has put a considerable premium in the educational system. The community now lives in a knowledge-: based economy where our most important resources are the people. The trend is for education to respond to this change in the global climate. Thus, the implementation of the K-: 12 curriculum. In striving to find out the status of facilitative teaching process on the performance of Junior High School Teachers in the Division of Tanauan City as basis for developmental plan, the researcher came up with this study.

METHODS

Quantitative method was used in collecting and interpreting the data in this research. This method entailed measurement of the relationship between variables using statistics. The research study used a descriptive questionnaire to gather necessary data. The survey questions were based on the statements of the problem. Two hundred seven (207) questionnaires were distributed using random sampling.

RESULTS

Teachers are expected to be proficient in their practice and professionally independent in their application of skills vital to the teaching and learning process. The teachers’ profile in terms of age, gender, educational attainment, years of teaching experience, and seminars attended, as well as the approaches they engage in, has no significant relationship with the performance of the teachers.

DISCUSSIONS

Facilitative teaching process improves the performance of the teachers towards professional growth and development by continuing what they started, at the same time adapting to necessary changes to maximize the students’ talents. This is possible by practicing the following to a high extent: developing opportunities for active learning and content knowledge, increasing experience through examination of the teaching ability, designing lessons and activities that capitalize on students' interests, sustaining goal-: oriented behaviors that are associated to internal drives and needs, analyzing and exploring further applications of acquired knowledge, engaging in process of reflection or action for the purpose of developing or enhancing skills and competencies, providing opportunities to learn through application and practicing things that enhance the learning process.