The Bases of Development of Curricular Teaching Practices of Teachers of a Public Elementary School

Abstract

INTRODUCTION

This study presented the development of curricular teaching practices in a public elementary school, specifically, it sought to answer the profile of the teacher respondents in terms of grade level assignment, the assessment used for teacher respondents in their curricular and instructional practices in terms of possible practices.

The main aim of the study was to know the bases of development of curricular teaching practices of a public elementary school as assessed by the teachers themselves. The respondents were the kindergarten to grade 6 teachers from Florentino Joya Elementary School.

This study is valuable to people especially to the pupils and teachers in order to have a better understanding of the paper, the researcher has provided both the conceptual and operational definition of reflective thinking, culture and school community.

METHODS

This chapter presents the research to be used in the processes involve in answering the statement of the problem, the venue where the study is to be conducted, the description of who will be the participants, the instrument crafted and to be used in the study, data gathering procedures in the collection of raw data to be put under the statistical treatment data. This study utilized the descriptive design because of its appropriateness to the study.

RESULTS

A number of sections per level were scattered based on the number of teachers at every level. As revealed by the data, the greatest number of teachers is in the Pre-School level. 50 percent of the teacher respondents are just starting while another fifty percent have been teaching for more than five years.The teacher respondents have different views of perception about their teaching practices according to their grade level assignment. It can be deduced that the teacher respondents have different teaching practices based on the grade level they handle.

Those who have been teaching for a longer period of time have gained more training which helps them improve their teaching practices.

DISCUSSIONS

In reference to the educational attainment of the 40 teacher respondents, 11 of the respondents handled Pre -School with a percentage of 27.5, 3 of the respondents handled Grade 1 with a percentage of 7.5, 6 of the respondents handled Grade 2 with a percentage of 15, 7 of the respondents handled grade 3 with a percentage of 17.5,7 of the respondents handled Grade 4 with a percentage of 17.5 and 6 of the respondents handled grade 5 & 6.