Readiness of the Secondary School Teachers of Tanza Cavite in Teaching Mapeh Subject Under K-12 Curriculum

Abstract

INTRODUCTION

In the Philippines, the K-12 curriculum has been introduced and extensively applied to educational institutions. But problems among the public and private school teachers came up on all the disciplines they teach. To meet the expectations, teachers need a new kind of preparation, one that enables them to go beyond "covering the curriculum" to actually enabling learning for students who learn in very different ways.

METHODS

Descriptive design was used to analyse and interpret the readiness of the public school MAPEH teachers -Tanza National Trade School, Tanza National Comprehensive High School and Amaya School of Home Industries. Survey questionnaires were used as principal instrument to gather information from the respondents.

RESULTS

Results show that a high correlation exists between the teacher’s level of readiness and the teacher's performance on the three (3) domains: Professional standard, Classroom management, and Skills. This means that the performance of the teacher is directly related to their readiness or preparedness on these particular domains. On the other hand, there exists a moderate correlation in the level of instructional strategies and personality. A low correlation exists on communication of the use of English language in teaching the subject.

DISCUSSIONS

Factors such as the teacher's age, length of service, educational attainment, and educational domains were presented to identify the areas of readiness of a teacher. Aside from their personal evaluations, superiors were also consulted to intensify the assessment of the curriculum and the educators which provided a positive outcome.