Program Readiness and Social Acceptability of K to 12 Senior High School: Basis for Program Implementation and Enhancement

Abstract

INTRODUCTION

Based on the foregoing presentation of strands and track, K to 12 seems almost complete in itself. Nevertheless, inquiries regarding its acceptability remain intact due to variations on the economic, social and political status of different communities. Moreover, it cannot be denied that it has affected partly the tertiary level curriculum along those strands since it is unfair for stakeholders and students to repeat in college level the subjects they have taken in senior high school. Finally, it is of vital significance to evaluate and determine the readiness and social acceptability of the program.

METHODS

The respondents of this study were 469 teachers, 41 school heads and 470 students from Department of Education Division of Batangas. The questionnaire was used as the main data-gathering instrument. This study utilized the descriptive method of research since it aims to determine the program readiness and social acceptability of K to 12 senior high school in the public secondary schools of the Division of Batangas.

RESULTS

The perceived level of school head managerial functions is interpreted as "highly skillful and competent”. The level of perception on social acceptability of senior high school program are all interpreted as "highly acceptable”. The overall respondents' assertion on the level of implementation of K to 12 senior high school program are interpreted as "highly acceptable”. On the other hand, program readiness related factors as to school heads' managerial functions and faculty skills and competence predicts the social acceptability of K to 12 Senior High School Program as to entrepreneurship. Lastly, skills development is predicted by school head managerial functions, technology orientation and media exposure.

DISCUSSIONS

Program Readiness Related Factors to the program implementation and enhancement as to attainability of objectives is predicted by faculty skills and competence, media exposure and technology orientation. Monitoring and evaluation is predicted by faculty skills and competence, quality of teachers and controlling. Media exposure, directing, and organizing, predicts the full implementation. Lastly, holistic development of learners is predicted by faculty skills and competence, professional skills, media exposure, planning and controlling.

The output of this study aims to enhance teachers' instructional competencies, strengthen the standard procedures for the implementation of classroom observation and improve physical plant and facilities.