Revisiting Domains for Effective K -12 Basic Education Program

Abstract

INTRODUCTION

Curriculum guides educators in achieving their goals such as providing basic quality education and laying the foundation for lifelong learning and self-actualization needed for effective citizenship at the local, national and global milieu. When the Philippine basic education curriculum adapted the K-12, it created confusion among educators. This study assessed the knowledge, attitude and instructional competencies of the elementary teachers in order to determine as to what intervention programs could enhance the fullest implementation of K to 12.

METHODS

The study utilized the quantitative-correlation design of research in which Pearson's Chi-Square Test and Kendall Tau were used to determine the degree of relationship between the dependent and independent variables. The study employed the survey method using a researcher-made questionnaire in getting the necessary data from 113 public elementary teachers from Danao City North District. The data were presented through tabular and descriptive forms.

RESULTS

It was revealed that the levels of knowledge, attitude and instructional competency of teachers towards K to 12 basic Education Curriculum fell under the "Average" category. Correlation results revealed that knowledge of teachers on K to 12 had a significant relationship with grade level handled and attendance to seminars/training/workshops. Attitude of teachers towards the benefits of K to 12 had significant relationship with their gender and attendance to seminars/training/workshops. Teachers' instructional competency has significant relationship with grade level handled. It was found out that that the most prevalent issues and concerns in K to 12 curriculum were lack/absence of instructional guides; lack/absence of textbooks; lack/shortage of classrooms; and lack of trainings for teachers.

DISCUSSIONS

A general implication could be drawn from the study that there is a need for a comprehensive program that would continually improve the capacity of the public elementary school teachers in the implementation of K-12 curriculum. The study recommends to adapt its output which is a three (3) years development plan on the identified domains of the K-12 basic education curriculum.