A Mixed Methods Study on Teachers' Perceptions of Readiness of Higher Education Institutions to the Implementation of the K-12 Curriculum

Abstract

The Philippine Educational System is undergoing a major overhaul that shifts from a 10-year education to 12 years known as Enhanced Basic Education Curriculum or K-12. The purpose of this mixed-methods sequential explanatory study was to identify factors that determine readiness of select higher education institutions to the full implementation of the K-12 program. Results were obtained through a survey questionnaire in the quantitative phase and followed up with semi-structured interviews from purposely selected participants. In the quantitative phase, five factors were found to be predictors of readiness, they are: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs, while in the qualitative follow-up; the phenomenological inquiry yielded five essential themes related to readiness, namely: requalifying the teachers, retooling the teachers, realigning the curriculum, reclassifying the teachers, and redirecting professional development. Both, the quantitative and qualitative findings from the two phases of this study prove that the higher education institutions are ready for the new structure and demonstrate active involvement in ensuring a smooth transition and successful implementation of the new program. Implications and recommendations are provided for policy makers, concerned government institutions, higher education institutions, and teachers to consider in adopting the country's biggest education reform agenda.

The Inclusion of Social Issues in the Curricula Adopted at the Elementary Education Level in Turkey

“…For instance, in the Philippines, where compulsory education was increased to 12 years from ten, the Philippine teachers regard themselves proficient regarding the execution of the newly designed curricula. In fact, teacher training centers in the country are ready to train teachers that can successfully execute the curriculum, thus realizing the great educational reform (Acosta & Acosta, 2017). According to the results of the research carried out by Sarigoz and Bolat (2018) with teacher candidates, although teacher candidates feel confident about curriculum literacy, understanding, interpreting and assessing the curriculum, they feel inadequate regarding curriculum goals.…”

Implementation and Acceptance of Latin Dances in Senior High School Curriculum

“…In the Philippine, K to 12 is the implemented curriculum where the program implementation in schools was done in phases starting SY 2012-2013. The K to 12 program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school) (Acosta & Acosta, 2017;Barcelo, 2019;Pasana et al,2020;Acar, 2017;Alegato, 2017).…”

Filipino prospective teachers’ experiences in teaching in K12 science curriculum: A cross-sectional research

“…Local studies regarding K12 science curriculum have been extensively done. These studies focused on the teachers' and students' perception on the implementation of the curriculum (Acosta & Acosta, 2017;Montebon, 2014), the assessment of the curriculum (Cabansag, 2014;Rivera, 2017;Sañosa, 2013), spiral progression approach in teaching science (De Ramos-Samala, 2018;Dunton, 2015;Gonzales, 2019;Maing et al, 2019;Mangali et al, 2019;Orbe et al, 2018;Resurreccion, & Adanza, 2015), preparedness and self-efficacy of teachers in teaching in K12 science curriculum (Sakib & Obra, 2019;Walag et al, 2020), and the philosophical foundation of science education in the country (Miranda, 2014). Likewise, previous studies on science prospective teachers focused on their experiences in teaching beyond their specialization (Montebon, 2015), reasons for choosing general science as majorship (Manalansan et al, 2020), self-efficacy of prospective teachers (Aure & Jugar, 2017), science laboratory interest and preferences (Antonio, 2018), preservice science teacher preparation and education (Handa, 2012;Handa & Tippins, 2013), and technology integration in teaching science (Mercado et al, 2019).…”