Lived Experiences of Higher Education Instructors in Senior High School: Challenges and Impact on Professional Development

Abstract

INTRODUCTION

School Year 2016-2017 ushered the beginning of the full implementation of Senior High School under K to 12 program of the Department of Education (DepEd). The said educational breakthrough and advancement has threatened the security of tenure of university teachers both from the public and private schools. DepEd opened the avenue for the displaced Higher Education Institution (HEI) college instructors by creating the demand for additional teaching personnel who will be deployed in the Senior High School. This study aims to have an in-depth understanding of different experiences of instructors from HEI teaching in senior high school, their challenges and impact on their professional development.

METHODS

The main sources of data were from the interviews and focus group discussion participated in by teachers who came from both public and private higher education institutions. Thematic analysis was conducted to analyze and interpret the results of this study.

RESULTS

Findings from the study showed themes based on the experiences of former college and university instructors who are currently teaching in senior high school. These are The Compass: Senior High School Teachers' as Lifelong Learner, The Wind and the Waves: Teachers' Challenges as a Lifelong Learner, and Ride the Waves: Opening Opportunities to Pioneer Senior High School Teachers. Teachers encountered different challenges like a shift in school culture, school climate and work habits. The support system from the school administrators and the entire government agency was perceived as having a great impact on the professional development of teachers currently deployed in the senior high school.

DISCUSSIONS

The Department of Education in the Province of Cavite can use the results of the study to come up with different Professional Development programs which will not only cater to all senior high school teachers who came from higher education institutions, elementary and junior high school but the various industries as well. Special attention should also be given to newly hired teachers who exhibited a lack of teaching experience or those having a teaching experience of 1 to 3 years. The professional development program may include the different activities in every learning opportunity as presented in the result and discussions.