Efficacy Assessment of Pedagogical Delivery of Junior High School Teachers in Two-Shift Classes

Abstract

INTRODUCTION

The Code of Ethics for professional teachers states in Article IV, Section 1 that every teacher shall actively help insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. The statement reveals that whatever the circumstances, the teacher shall teach with enthusiasm and pride. On the other hand, many of the public schools in the country use double-shifting schedule to accommodate all the students. By principle, every teacher is expected to deliver quality education through efficient delivery of instruction regardless of how congested the schedule is due to shifting of classes. Given this context, the current study aims to determine the efficacy of instructional delivery of junior high school teachers across disciplines in two-shift schedule at Dr. Juan A. Pastor Memorial National High School. The current scenario of junior high school teachers in their preparation of instructional plans and materials, facilitation of instructions, management of learning environment, and assessment of learning outcomes have manifest variance in the effectiveness of their classroom delivery.

METHODS

Using the Mixed Method Approach of research, the findings reveal that two-shift schedule diversely affect the assessment of learning outcomes according to the schedule of class shift.

RESULTS

The results suggest that the schedule has constructive impact on the efficacy of instructional delivery as related to the performance of the teachers.

DISCUSSIONS

Nevertheless, this research serves as reflective reference among the junior high school teachers to constantly re-evaluate their instructional performance to substantially deliver their respective classroom instructions.