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

Autor/inn/en	Acosta, Imee C.; Acosta, Alexander S.
Titel	A Mixed Methods Study on Teachers' Perceptions of Readiness of Higher Education Institutions to the Implementation of the K-12 Curriculum
Quelle	In: Universal Journal of Educational Research, 5 (2017) 7, S.1215-1232 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Mixed Methods Research; Teacher Attitudes; Readiness; Higher Education; Colleges; Elementary Secondary Education; Curriculum; Surveys; Questionnaires; Semi Structured Interviews; Predictor Variables; Eligibility; Guidelines; Courses; Labor Force; Phenomenology; Teacher Qualifications; Alternative Teacher Certification; Teacher Competencies; Alignment (Education); Classification; Faculty Development; College Faculty; Regression (Statistics); Philippines + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; College; Hochschule; Fachhochschule; Curricula; Lehrplan; Rahmenplan; Survey; Umfrage; Befragung; Fragebogen; Prädiktor; Eignung; Richtlinien; Kursangebot; Labour force; Arbeitskraft; Erwerbsbevölkerung; Phenomenological psychology; Phänomenologie; Psychologie; Lehrqualifikation; Lehrkunst; Classification system; Klassifikation; Klassifikationssystem; Fakultät; Regression; Regressionsanalyse; Philippinen
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. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01