Outcomes-Based Education Implementation and Teachers Efficiency

Abstract

INTRODUCTION

The changes brought about by globalization is an opportunity and a challenge in the development of educational programs. For many years, the growing participation in every education reform highlights positive trends. Several researches and surveys were done by education experts on the improving and lengthening of basic education in the Philippines. This led to the gearing of K-12 basic education curriculum. To be equipped with knowledge, skills and attributes of a 21st century leader through understanding the level of implementation of outcomes-based education is what this study sought for.

METHODS

This study used a descriptive-correlational method of research wherein the quantitative data were gathered to determine the extent of outcomes-based education in Junior High Schools. Eighteen (18) school heads and one-hundred forty-five (145) teachers of 8 secondary schools were randomly selected based on the accessibility, availability of data, and adherence to the specified characteristics of population. Questionnaire checklist is used as the primary instrument. Two sets of questionnaire were used for the respondents designed for school heads and for teachers.

RESULTS

The implementation of outcomes-based education standards in the participating schools generally manifested a high extent of implementation. Development of vision and vision statements reflects commitment for the success of all students and ensuring that goals and objectives are clearly defined. School staff have a common understanding of OBE practices and approaches which supports the K to 12 curriculum in producing holistically developed learners. Teachers' professional growth and development yielded an unsatisfactory result. However, in general, level of efficiency based on the individual performance in terms of students’ outcome, teaching-learning process, and community involvement indicated an overall very satisfactory rating.

DISCUSSIONS

School heads and teachers are highly committed in developing mission and vision statements but the commitment to pursue such mission is less enacted. There is a need to bring education to a higher level of implementation of outcomes-based education through adapting more innovative trends, improving instructional deliveries with high standards of approaches in preparing teachers for the 21st century schools and revitalized programs and projects for personal and professional growth of teachers. The utilization of same instrument with qualitative method for future practice is recommended.