Chapter 1 Final

Republic of the Philippines
DR. EMILIO B. ESPINOSA SR.MEMORIAL STATE COLLEGE

OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
MANDAON MASBATE
ISO 9001:2008 http://www.debesmscat.edu.ph
Cert. No.: AJA16.0944 GRADUATE SCHOOL
Chapter 1
THE PROBLEM
Introduction
Philippines belong to the ASEAN region with member
countries having common understanding to improve their
economies through strong partnerships and integration of
educational reforms and programs recognized by ASEAN
countries. Only the Philippines among the 10 members of ASEAN
implements 10 years of basic education while the rest are 12
years basic education cycle. This significant difference in
education system gave birth to K to 12 program in the
Philippines now known as Republic Act No. 10533 or the
Enhanced Basic Education Law. This law mandates Filipino
pupils to attend kindergarten, six years of elementary school
education, four years of junior high school and two years of
senior high school.
According to a briefer released by DepEd (2010), the K
to 12 Basic Education Program refers to Kindergarten and the
1
MANDAON MASBATE
12 years of elementary and secondary education. This program
is a collaborative effort among the three education agencies
(CHED, DepEd and TESDA) along with the other stakeholders
such as the academe and the industry. The K to 12 Basic
Education Program proposed by the Department of Education
adds two years of secondary education to enable graduates to
pursue one of three tracks such as employment after
graduation, higher education or entrepreneurship.
Full implementation of this program nationwide both in
public and private started during school year 2012-2013 where
children six years of age enrolled in kindergarten and
elementary graduates enrolled in secondary as Grade 7 until
they enrolled in Grade 10 and successfully finished junior
high school. The implementation of this program in the country
drew negative reactions from various societal groups
insisting the government isn’t yet ready for this new system
and this is more of additional burden to students and their
parents. Despite calls to suspend the program, the government
2
MANDAON MASBATE
remained firm saying this new educational system offers
opportunities for Filipino students and the national economy.
The DepEd, meanwhile, had its eye on the fast-
approaching 2016, when the added senior high school kicks in
nationwide. Senior High School completes basic education by
making sure that the high school graduate is equipped for
work, entrepreneurship, or higher education. This is a step
up from the 10 year cycle where high school graduates still
need further education to be ready for the world. The two
additional years will equip learners with skills that will
better prepare them for the future, whether it be employment,
entrepreneurship, skills development and higher education.
Prior to this, the department begins it search for
qualified and highly competent teachers, professionals,
practitioners and experts interested in teaching subjects of
4 senior high school tracks such as academic, technical-
vocational-livelihood, arts and design and sports. In
relation to this, DepEd issued DepEd Order No.3, Series of
2016 entitled” Hiring Guidelines for Senior High School
Teaching Positions Effective School Year 2016-2017.
3
MANDAON MASBATE
The opening of SY 2016-2017 had been a big knock to DepEd
when the nationwide implementation of K to 12 program’s senior
high school began along with the usual problems encountered
at the beginning of each school year such as lack of
facilities and infrastructure, insufficient number of
teachers, teachers’ training and incomplete materials where
teachers handed only a curriculum guide consisting of few
pages and the biggest of all are the mismatch of teachers
specialization to teach different subjects out-of-field every
semester under specific track. Though teachers are inherently
creative and resourceful but the content of the subject beyond
their specialization can be unfavourable and the level of
difficulty to teach the subject is distressing the teachers.
From content to approaches harbour effort, time and emotions
from senior high school teachers to prepare for daily
instruction. Apart from intensifying localization and
contextualization to make teaching more accessible teachers
must sustain resiliency in handling instructional challenges
as it can be a significant factor in teaching.
4
MANDAON MASBATE
This study revealed the profile of non- major senior
high school teachers in different subjects. The collected
data will be used to provide technical assistance to non-
major senior high school teachers and basis for policy making.
The problems met and interventions provided will be further
used as source as reference of senior high school teachers.
STATEMENT OF THE PROBLEM
This study focused on the knowledge and pedagogical
resiliency of non-major senior high school teachers in
Mandaon.
Generally, it sought answers to the following questions:
1. What is the profile of non-major teachers teaching
core and applied subjects in senior high school?
A. Gender
B. Employment Status
C. Field of Specialization
D. Training Status
5
MANDAON MASBATE
2. What are the problems met by the non- major teachers
in senior high school in terms of content of the
subject
3. What are the interventions made by non-major teachers
in teaching senior high school subjects?
4. What are the assistance provided by the school
administration to the non-major teachers in senior
high school?
ASSUMPTIONS
1. There are non-major teachers teaching core and applied
subjects in specific track in senior high school.
2. Different difficulties are met by the non-major teachers
in teaching subjects in from content of the subject to
selecting appropriate pedagogical approaches.
3. The difficulties met by the non-major teachers in
subjects handled was given immediate and proper
interventions to overcome difficulties in instruction.
4. The school administration provide basic assistance and
support to help non-major teachers in senior high
school.
6
MANDAON MASBATE
IMPORTANCE OF THE STUDY
This research will be of great help to the following
persons and agencies:
DepEd. This will give them insight on the recent teaching
status of senior high school teachers along with the
implementation of K to 12 Curriculum to design policies and
plan necessary trainings and workshops that will aid non major
teachers in senior high school in the content and appropriate
approaches of subjects.
Schools. This study will motivate school administrators’
to continuously conduct instructional supervision to identify
necessary technical assistance to non-major teachers in
senior high school.
Senior High School Teachers. The result of this study
will serve as point of reference to non-major teachers
specifically in providing appropriate intervention to their
difficulties in the content of the subjects and pedagogical
approaches in senior high school subjects.
7
MANDAON MASBATE
SCOPE AND DELIMITATION
This study focused on the knowledge and pedagogical
resiliency of non-major teachers of senior high school in the
municipality of Mandaon. The respondents are the senior high
school teachers of secondary schools in the abovementioned
municipality.
Duration and Setting of the Study
This study covered seven secondary schools offering
senior high school in the municipality of Mandaon namely: San
Pablo National High School, Cleofe A. Arce Memorial High
School, Lantangan National High School, Federico A. Estipona
Memorial High School, Cabitan National High School, Bugtong
National High School and Tumalaytay National High School.
LOCALE OF THE STUDY
Mandaon is a third municipality in the second district
of the province of Masbate and is considered a partially urban
municipality. With its total population of 38, 161 (as of
2010) it is considered to be the 8th most populous municipality
of the province (or 9th with the inclusion of Masbate city)
8
MANDAON MASBATE
and houses a voting power of 21, 915 registered voters (as of
2015).
Figure 1. Map of Masbate
Mandaon is located in the western coast of province-
partially hidden on the Northwest by Pagbulungan point and
the Southwest by Cagmasoso Island. It is bounded on the north
by the town of Aroroy, on the east by Milagros, on the South
by Balud and on the West by Sibuyan Sea. With a land area of
28, 080 hectares (exactly 280.2km), Mandaon ranked as the
third largest Municipality next to Aroroy (565.3 km2) and
Milagros (440.30 km2).
9
MANDAON MASBATE
The term Mandaon might be originated from the word
‘Mandoan” which literally means “Landmark”. Traders who go to
and from Mandaon refer to Mt. Elijan as the town’s landmark
to easily locate the place in the absence, then, of the
present day navigational aid. With people continually
referring to the place as “Mandaon”, it later on, became the
place’s name. Later on, the word “mandoan” underwent a
diachronic change,both phonetic and phonological, and was
later on referred to “Mandaon” which remain unchanged up to
the present.
According to the 2010 Census of Population and Housing,
as of May 01, 2010 the population of Mandaon is 38, 161 after
it gained an increase of 3.46% from 34, 401 of 2007 population
census. It has a population density of 140/km2 or 350/sq.m.
Of the 26 barangays, Poblacion is the most populous with the
population of 4, 501 followed by Cabitan and Maolingon with
4,303 and 2, 624 respectively.
Mandaon was peopled by Sibuyanons and Ilongos, with the
latter predominating the population. The dialect in the
Southern part is influenced by the Ilongos, in the North by
10
MANDAON MASBATE
Bicolanos and in the east partly by the Cebuanos thereby
creating unique dialect with a mixture of local words and
words taken from the three influencing dialects. Not only
that Mandaon has absorbed, adapted to and incorporated the
said dialects but has also taken some part of the cultural
behaviours unique to those ethnic groups because of the
influence brought about by radio programs from Iloilo,
Bacolod, Legazpi and Cebu. Radio was the main source of
information and entertainment in the early years of Mandaon
and has greatly shaped the dialect, the way of life, the
methods of expression, the priorities, the choices of music
and the general behaviour thereby creating a unique Mandaon
culture- a manifestation of the best traits of these
influencing cultures rendering it, in a way or another,
somewhat superior.
Mandaon is home to the 3,668 hectare campus of the only
state college in the province of Masbate,the Dr. Emilio B.
Espinosa Sr. Memorial State College of Agriculture and
Technology (DEBESMSCAT).
11
MANDAON MASBATE
The 28 elementary school in Mandaon are divided equally
into two districts, the Mandaon South and Mandaon North
District.
Providing secondary education are the eight high schools
of Mandaon namely: Federico A. Estipona Memorial High School,
DEBESMSCAT laboratory high school, Cabitan National High
School, San Pablo National High School, Cleofe A. Arce
Memorial High School, Lantangan National High School,
Tumalaytay High School and Bugtong National High School.
THEORETICAL FRAMEWORK
This study anchored on the following theories:
Expertise Theory. Specifies how talent develops across
specified fields or domains, focusing on cognitive task
analysis (to map the domain), instruction and practice, and
clearly specified learning outcomes against which one can
objectively measure the development of expertise.
Expertise theory represents an update on classical
behavioural learning theories dating back to Pavlov, Watson,
Edward Thorndike, Edward Tolman, Clark Hull, and B. F.
12
MANDAON MASBATE
Skinner. However, by the 1970s and 1980s, the dominant
theories for how adults succeeded in their work and careers
had shifted heavily in the direction of trait-oriented
theories. For example, tests for hiring and identification of
talent were weighted heavily towards tests of general
cognitive ability. The type of practice required to develop
expertise, according to Ericson, it is not simply doing work.
It is a cognitively effortful activity in which one is
thinking about what one is doing. It involves a reflective
component, plus the opportunity to obtain feedback on the
quality of one’s performance through an expert coach. Ericson
also has argued that to document the development of expertise,
one must have clearly specified learning outcomes against
which one can objectively measure its development.
Cognitivism focuses on what happens in the mind such as
thinking and problem-solving. New knowledge is built upon
prior knowledge and learners need active participation in
order to learn. Changes in behavior are observed, but only as
an indication of what is taking place in the learner’s mind.
13
MANDAON MASBATE
Cognitivist uses the metaphor of the mind as a computer:
information comes in, is processed, and learning takes place.
Self Determination Theory- A theory of motivation and
personality that addresses three universal, innate and
psychological needs: competence, autonomy and psychological
relatedness. It is an important theory of motivation that
addresses issues of extrinsic and intrinsic motivation. If
the three universal needs are met, the theory argues that
people will function and grow optionally. To actualize their
inherent potential, the social environment needs to nurture
these needs. Competence seek to control the outcome and
experience mastery; Relatedness is the universal want to
interact, be connected to, and experience caring for others
while autonomy is the universal urge to be causal agents of
one’s own life and act in harmony with one’s integrated
itself, however, Deci and Vansteenkiste note this does not
mean to be independent of others.
14
MANDAON MASBATE
Identified problems and

interventions of Senior High
School Teachers
Assistance given by School
Administration
Assessed Status of Knowledge and
Pedagogical Resiliency of
Non-Major Teachers
Knowledge and
Pedagogical Resiliency
of Non-Major Teachers
Self Determination
Theory
Cognitivism
Expertise
Theory
Figure 2. Paradigm of the Theoretical Framework
15
MANDAON MASBATE
CONCEPTUAL FRAMEWORK
The main concept of the study was focused on the
knowledge and pedagogical resiliency of non-major teachers
teaching Senior high school in Mandaon secondary schools.
Both permanent and probationary teachers were chosen as part
of the study. The respondents were provided with survey
questions focusing on their profile, their strategies,
preparations and techniques in teaching senior high school
subjects. The collected data and responses revealed the
profile of non-major teachers, their problems and
intervention in teaching and assistance given by the school
administration.
Assessed Status of
Profile of Non-
Knowledge and Pedaggical
major Teachers
Resiliency of Non-Major
Senior High
Teahers
School
Identified Problems Meet

Pedagogical Survey by Non Major Teachers in
Approaches
Questionnaire Senior High School
Barriers in
Teaching Interview
Identified interventions
Teaching
and assistance given by
interventions
the administrators.
Support from
Recommendations for the
School
improvement of Kto12
administration
implementation
Figure 3. Paradigm of the Conceptual Framework
16
MANDAON MASBATE
Definition of Terms
Knowledge. It refers to the understanding of the teacher
in a particular subject.
Pedagogical. It refers to the approaches strategies
applied by the teacher in instruction.
Resiliency. It refers to the attribute of the teacher in
handling various teaching situations.
Senior High School. Covers the last two years of the K
to 12 program and includes Grade 11 and 12 through a core
curriculum and subjects under a track of choice.
Non-Major Teachers- The term that refers to the teacher
teaching subject without specialization.
17
MANDAON MASBATE
NOTES
Anne Edwards, C. D. (July 2011). Beyond Survival: Teachers
and Resilience. Economic and Social Research Council (pp. 1-
28). United Kingdom: University of Nottingham.
Ryan, R. M. (2000). Self determination theory and the
facilitation of intrinsic motivation, social development
and well being. In R. M. Ryan, American Psychologist
(pp. 55-68).
Shahani, L. R. (2015, June 15). The Challenges of Basic
Education: Dealing with k-12.
Toni Umali, E. (2016, January 25). Hiring Guidelines for
Senior High School Teachers.
18
MANDAON MASBATE
CHAPTER 2
REVIEW OF RELATED LITERATURE
Foreign Studies
An individual may demonstrate resilience in a certain
context and/or in a certain professional/life phase, but fail
to display similar qualities when time or space changes.
Personal lives and working contexts may become unstable (e.g.
failing health and classroom behaviour problems) in
unpredictable ways. However, whether the sudden changes are
perceived as adverse conditions by the individual may vary
depending on his/her scope of experience at the time of
change, perceived competence and confidence in managing the
emerging conditions, views on the meaning of engagement, and
the availability of appropriate support within the context of
change. For teachers whose everyday professional worlds are
inherently characterised by uncertain and unpredictable
circumstances and scenarios, to be able to maintain their
commitment to teaching and focus upon high quality teaching
practices means more than recovering quickly and efficiently
19
MANDAON MASBATE
from difficulties. Teachers in different phases of their
professional lives are likely to face distinctively different
influences, tensions, professional and personal concerns (Day
and Gu, 2010). Although the ways in which they build and
sustain their vocation, commitment and resilience are complex
and continuous, their capacity to do so may also fluctuate
depending upon the effects of a combination of workplace-
based and personal influences and also their cognitive and
emotional capacities to manage these influences.
According to the study conducted by Pepe (2011)
resiliency is an important trait since teachers continuously
face setbacks and multiple challenges as they meet students’
individual needs, conference with parents, and meet the
demands of administrators and the public at large during an
era of heightened accountability.
Hobbs(2015) stated that out of field teaching- teaching
a subject’s without specific training in that subject – has
for many years been a taboo practice that all teachers know
of, many have experienced but few spoken up about due to its
20
MANDAON MASBATE
ubiquity. While some studies show that out-of-field teachers
produce lower student achievement gains than in field
teachers, other studies are inconclusive. Despite no
consistent relationship between student achievement and
teacher qualifications, research has shown that highly
effective teachers have a deep understanding of the subjects
they teach. They value both the subjects and students engaging
with the subject at a deep level.
Research has shown out-of-field teachers can be
concerned about the negative impact their teaching might have
on student learning, such as lower achievement scores. They
have also shown concern that they are unable to demonstrate
content is relevant to daily life. Out-of-field teaching is
a reality that many schools must manage. Increasing the supply
of teachers to meet demand, while critical to ensuring we
have the right sort of teachers in the schools in most need,
provides no immediate relief for teachers currently filling
in. Support and retraining for these teachers is the key.
Real learning in an out-of-field subject where there is
improved capacity and confidence to teach- requires support
21
MANDAON MASBATE
from colleagues and other school leaders, as well as time to
extend content knowledge and teaching approaches.
Christopher Day (2012) resilience is not a quality that
is innate, rather it is a construct that is relative,
developmental and dynamic. A range of research suggests that
resilient qualities can be learned or acquired and can be
achieved through providing relevant and practical protective
factors, such as caring and attentive educational settings in
which school and academy leaders promote positive and high
expectations, positive learning environments, a strong
supportive social community, and supportive peer
relationships. The capacity to be resilient in mind and action
is likely to fluctuate according to personal, workplace and
policy challenges and pupil behaviour, and the ability of
individuals to manage the situations in which such
fluctuations occur will vary. The process of teaching,
learning and leading requires those who are engaged in them
to exercise resilience on an everyday basis, to have a
resolute persistence and commitment, and to be supported in
these by strong core values.
22
MANDAON MASBATE
Foreign Literature
Teaching is emotionally demanding work, and levels of
work-related stress, anxiety and depression are higher within
education than within many other occupational groups.
Rather than focusing on managing stress, however, Sir
Tim Brighouse (2011) argues that a more productive approach
would be to focus on fostering resilience. Resilience is not
simply an individual trait, but a capacity that arises through
interactions between people within organisational contexts.
Teachers’ resilience can therefore be nurtured at various
career stages through initial training, continuing
professional development and support networks. The problem
caused by lack of resilience is a significant one. Employees
in the education sector report more work-related
psychological ill-health, particularly stress, anxiety and
depression, than do employees in other sectors. The Labour
Force Survey’s successive Self-Reported Work-related Illness
Surveys are a reliable source of evidence in this respect. It
was estimated that in 2009/10, 133 000 people whose current
or most recent post in the last year was in the education
23
MANDAON MASBATE
sector professional agency in their day to day decisions in
their workplaces. Therefore, as discussions continued, the
role of school leadership in fostering the resilience of the
professionals in their intellectually and emotionally
demanding work in schools, and the values and strategies which
they used to achieve, this became an increasingly important
consideration.
The emotional demands of teaching have been long-
recognised. For example, teachers were one of the first
professional groups in the UK to have government-sponsored
guidance written for them about how to prevent and manage
stress. However, the evidence discussed in the seminar series
made it clear that demonstrating resilience by being able to
recover from everyday, as well as especially challenging
difficulties in the workplace, was not an individual
responsibility. Rather, resilience was a capacity that arose
in interactions between people and the practices they
inhabited in their workplaces.
Teachers may become professionally ‘troubled’ by aspects
of the development, progress or behaviour of a child or group
24
MANDAON MASBATE
of children. The perception by a teacher (or teachers) of the
‘difference’ experienced may derail their professional
competence. Their response to this experience may depend on
a number of factors including: resilience, efficacy beliefs,
and the support of colleagues and/or other professionals.
Resilience, health, wellbeing and work effectiveness all
interrelate, and can and should be nurtured. The case suggests
that these characteristics cannot be reliably selected,
because individuals and the environments they operate in
inevitably change over time. It also demonstrates the benefit
that a person who may be perceived as lacking resilience at
any given time can gain by being able to: (i) share a concern
with someone else, (ii) learn how to process their emotions
differently, and (iii) gain the knowledge and confidence to
manage their health and wellbeing in new ways.
The concept of resilience came to prominence in the field
of developmental psychology in an effort to understand high-
risk populations, especially at risk children and youth who
managed to thrive despite adverse conditions (Goldstein and
Brooks, 2006). In recent times, research has focused on
25
MANDAON MASBATE
teacher resilience in order to understand teachers’ job
satisfaction and motivation (Kitching, Morgan, and O’Leary,
2009) and teacher burnout and stress (e.g. Howard and Johnson,
2004). Teacher resilience was originally conceived as
relying on personal attributes only, which reflected an
ability ‘to bounce back’ from an adverse situation. However,
current research points to the dynamic nature of resilience
(Day et al., 2007) and suggests that resilience itself results
from the interaction between psychological, behavioural and
cognitive aspects of functioning as well as emotional
regulation. There is now a consensus that the processes
involved in resilience are far more complex than specific
internal traits or assets.
A number of recent studies have examined the factors
that discriminate between resilient teachers and those who
quit teaching. For example Hong’s (2012) study explored
factors such as values, self-efficacy, beliefs and emotional
factors to ascertain differences between leavers and stayers.
Findings from the study reveal that despite similar interest
in working as a teacher, leavers showed weaker self-efficacy
26
MANDAON MASBATE
beliefs than stayers, when presented with challenging
circumstances. In addition, leavers held beliefs that imposed
heavy burdens on themselves with respect to student
achievement which may have created stress and emotional
burnout. Unlike leavers, stayers often reported on effective
strategies that they had developed to prevent them from being
burned out such as setting boundaries in their relationships
with students (Hong, 2012).
According to Kobasa (2013) resilience is the ability to
bounce back when things don’t go as planned. There are three
main elements that resilient people possess. These are
challenge, commitment and control.
A study conducted by the Enhancing Teacher Resilience in
Europe (2013) define resilience as the process of or capacity
for, and outcome of positive adaptation as well as on going
professional commitment and growth in the face of challenging
circumstances. Resilience is shaped by individual,
situational and broader contextual characteristics that
interrelate in dynamic ways to provide risk or protective
factors. Individuals drawing on personal, professional and
27
MANDAON MASBATE
social resources, not only bounce back but also are able to
thrive professionally and personally, experience job
satisfaction, positive self-beliefs, personal well-being and
an on-going commitment to the profession. Quality teaching
has become a key focus for all stakeholders concerned about
how best to respond to the challenges of globalization,
sustainable development and the knowledge society. In this
context, attracting and maintaining effective teachers who
will teach to even higher standards to an ever increasingly
diverse pupil population is critical. Teachers are confronted
with increasingly complex demands under often difficult
conditions which can have a negative impact on their health
and well-being and as a consequence on their teaching. In
this regard, teachers need to be psychologically and
professionally prepared to meet the every demands of the
teaching profession. It becomes obvious that a discussion on
quality of teaching cannot ignore the key factor, ‘teacher
resilience’.
As Wild, Wiles and Allen (2011 pg.3) recently noted the
first wave of this psychology-based resilience research
28
MANDAON MASBATE
tended to focus primarily on the personality characteristics
or traits of individuals that enable them to survive
hardships. Day and Go (2010,pg. 156) summed up that
“resilience is defined as the capacity to continue to bounce
back to recover strengths or spirit quickly and efficiently
in the face of adversity, is closely allied to strong sense
of vocation, self-efficacy and motivation to teach which are
fundamental in commitment of sustaining and promoting
achieve. During the current research, teacher resilience was
identified to occur as a result of a process of interaction,
between four elements: thoughts, feelings, behaviours and
school culture. The research identified a range of factors
that characterise each of these four elements, and these have
been presented.
Analysing the participants’ responses regarding these
four elements illuminated the process that facilitated their
experiences of teacher resilience. The findings suggest that
these over-arching themes are interdependent and
interlocking, and that school processes should not be viewed
in isolation. Furthermore, by explaining the impact of these
29
MANDAON MASBATE
factors on participants’ thoughts, feelings and behaviours,
the research findings have provided an explanation for why
these factors can be facilitators for teacher resilience, and
why they are helpful for promoting teacher resilience.
In an attempt to establish an up-to-date definition of
resilience, Cohen et al., (2011) examine the literature base
and suggest that resilience is best conceptualised as a
“dynamic process which is contingent on...psychological,
biological and environmental-contextual processes, (along
with) individual attributes, family aspects and the social
environment” (p. 8). Despite these efforts, the exact
definition of resilience remains highly topical and, as a
result, no universal definition exists. Ahern, Ark & Byers,
(2008) have suggested that controversy continues as a result
of disagreements over whether or not resilience should be
conceptualised as a personal trait, a process, or an outcome.
Local Literature
According to Luistro (2012) to implement the K to 12
curriculum properly, good teachers are essential. Many
30
MANDAON MASBATE
teachers maybe engaging and creative, but lack the skills to
handle complex topics. As students put it, the teacher is
nice but incompetent. Teachers should be able to facilitate
learning among diverse types of learners in diverse types of
learning environments, using a wide range of teaching
knowledge and skills.
According to The Asian Journal, the teachers were not
receiving professional development and the methodologies they
were using inside the classrooms were outdated. There were
not enough teachers because the Department of education
implemented the K-to 12 program that meant additional three
years to education cycle to complete the program.
Local Studies
Other important determinants of the effectiveness of an
organization and contribute to the accomplishment of its
goals, and affect its performance, as affirmed by Rusmini Ku
Ahmad ( 2008), include school internal elements such as:
teachers’ commitment, competencies and expertise that
includes teachers’ judgment of flexibility, adaptability,
31
MANDAON MASBATE
innovations and the quality of learning and teaching and job
satisfaction. He further stated that instructional
leadership, characteristic of the leader, and the teachers’
profound knowledge in content and pedagogical will give
impact to the school effectiveness and achievement.
Drawing on a review of good practices in teacher
professional learning, Webster-Wright (2009) concluded that
quality professional development must integrate theory with
practice, enabling teachers to make ongoing decisions about
their classroom practice within the context of deeply
understood relevant theory. It therefore engages with
teachers as thinking professionals, as intellectual workers,
rather than treating them as technicians who merely need to
be taught what to do and then subjected to compliance measures
to ensure that they do it. In any final analysis, true teacher
professional learning is human, social and relational.
Teachers, like students, need time to learn and people from
whom to learn. A wide range of possible strategies provide
options for learning. The challenge for school leaders is to
bring these together in a meaningful way. However, further
32
MANDAON MASBATE
researches and studies are needed to address certain problems
in the new education system. According to Dinampo (2012),
another important task along with the introduction of k-12 is
to capacitate the teachers to become efficient in the delivery
of the lessons.
Synthesis of the State-of- the Art
The literature and studies related to the present
study as reviewed provided the researcher with the
information, knowledge and insights which hereby synthesized.
The literature read from Christopher Day and Anne
Edwards stressed out that resilience is a significant issue
in education. Demonstrating resilience by being able to
recover from everyday, as well as especially challenging
difficulties in the workplace was not an individual
responsibility but a capacity to sustain in interactions
among people with practices in their workplace. On the other
hand Brighouse (2011) insisted to focus on fostering
teachers’ resilience instead of managing stress through
providing related trainings and professional development.
33
MANDAON MASBATE
The study of Wild, Wiles and Allen (2011) emphasized
that resilience is the capacity to continue to sustain and
recover strengths efficiently in hardships that affect the
thought, behaviour, feelings and school culture of a teacher.
Luistro insisted to continuously train and retain
teachers in the new curriculum to accommodate diversified
learners and teaching situations.
34
MANDAON MASBATE
NOTES
Chua, Q. N. (2012). Preparing Teachers for Big Reform. Inquirer, 16-18.

Eldridge, M. (2012). Undersatnding The Factors that Build Teachers Resilience. London.
Morgan, M. (2015). Workload, Stress and Resilience of Primary Teachers: Report of a
Survey of INTO members .
Razak, A. Z. (2013). Learning About Teachers Resilience: Perceptions, Challenges and
Strategies. New Zealand.
Chua, Q. N. (2012). Preparong Teachers for Big Reform. Inquirer, 16-18.

Eldridge, M. (2012). Understanding The Factors that Build Teachers Resilience. London.
Morgan, M. (2015). Workload, Stress and Resilience of Primary Teachers: Report of a
Survey of INTO members .
Razak, A. Z. (2013). Learning About Teachers Resilience: Perceptions, Challenges and
Strategies. New Zealand.
35
MANDAON MASBATE
CHAPTER 3
METHODS AND PROCEDURES
This chapter presents the processes by which the study
answers the research questions. This include the research
design, participants, sampling techniques, data gathering
procedures and statistical tools that will be used to analyse
the data.
Research Design
The researcher used the descriptive method in this
study. Descriptive because it ascertain prevailing conditions
on the knowledge and pedagogical resiliency of non-major
teachers in senior high school of the District of Mandaon.
The Respondents
The respondents of the study are the senior high school
teachers of secondary schools in the District of Mandaon.
Sampling Method
The sampling method by the researcher in getting the
respondents was complete enumeration wherein all senior high
school teachers was chose as the respondents.
36
MANDAON MASBATE
Data Gathering Procedure
In conducting the study, the researcher used survey
questionnaire to gain the necessary information from the
respondents. The questionnaire reflected the profile of the
teacher, sources of difficulty in terms of content and
application of pedagogical approaches, teaching interventions
made by the teacher and the support they received from the
school administration. It is categorized into three such as
instruction, personal and administration to answer research
problems. Respondents wrote their responses to given
questions.
An interview was conducted also by the researcher along
with the conduct of survey, in this instance, researcher wrote
their responses. This invited teachers to describe
experiences of their own practice and researcher encouraged
teachers to explain why and how things had been achieved and
include probes which provide teachers with scope to expand
upon their responses.
37
MANDAON MASBATE
Statistical Tools Used

The data obtained from the questionnaires was
interpreted and analysed to answer specific problems in this
study. Data tabulation was used also to illustrate the data
gathered for presentation, interpretation and analysis.
The researcher used frequency count and percentage in
interpreting the profile of the senior high school teachers
with the following formula.
Formula: P= (R/N) x 100
P=Percentage
R=Responses
N= No. of respondents
Data Analysis Procedure
Thematic analysis was used the researcher to answer
research question of this study. This help the researcher to
identify, analyse and report patterns within the data. This
includes familiarizing with the data, generating initial
38
MANDAON MASBATE
codes, searching for themes, reviewing themes, defining and
naming themes and producing report.
According to Braun and Clarke (2006) thematic analysis
has six phases. Familiarization of data is common to all forms
of qualitative analysis the researcher must immerse
themselves in, and become intimately familiar with, their
data; reading and re-reading the data (and listening to audio-
recorded data at least once, if relevant) and noting any
initial analytic observations. Coding is also a common
element of many approaches to qualitative analysis this
involves generating pithy labels for important features of
the data of relevance to the (broad) research question guiding
the analysis. Coding is not simply a method of data reduction,
it is also an analytic process, so codes capture both a
semantic and conceptual reading of the data. The researcher
codes every data item and ends this phase by collating all
their codes and relevant data extracts. Searching for themes-
theme is a coherent and meaningful pattern in the data
relevant to the research question. If codes are the bricks
and tiles in a brick and tile house, then themes are the walls
39
MANDAON MASBATE
and roof panels. Searching for themes is a bit like coding
your codes to identify similarity in the data. This
‘searching’ is an active process; themes are not hidden in
the data waiting to be discovered by the intrepid researcher,
rather the researcher constructs themes. The researcher ends
this phase by collating all the coded data relevant to each
theme. Reviewing themes involves checking that the themes
‘work’ in relation to both the coded extracts and the full
data-set. The researcher should reflect on whether the themes
tell a convincing and compelling story about the data, and
begin to define the nature of each individual theme, and the
relationship between the themes. It may be necessary to
collapse two themes together or to split a theme into two or
more themes, or to discard the candidate themes altogether
and begin again the process of theme development. Defining
and naming themes requires the researcher to conduct and write
a detailed analysis of each theme (the researcher should ask
‘what story does this theme tell?’ and ‘how does this theme
fit into the overall story about the data?’), identifying the
‘essence’ of each theme and constructing a concise, punch
40
MANDAON MASBATE
and informative name for each theme and the last phase is
writing- an integral element of the analytic process in
thematic analysis (and most qualitative research). Writing-
up involves weaving together the analytic narrative and
(vivid) data extracts to tell the reader a coherent and
persuasive story about the data, and contextualising it in
relation to existing literature.
41
MANDAON MASBATE
Chapter 4
RESULTS AND DISCUSSION
This chapter discusses the results of the survey on the
knowledge and pedagogical resiliency of non-major teachers in
Mandaon.
Profile of the Non-Major Teachers in Senior High School

Table 1
Number of Non-Major Teachers in Senior High School by
Gender
School Male Female Total
Bugtong National High School 1 1 2
Cabitan National High School 3 1 4
Cleofe A. Arce Memorial High 2 1 3
School
FAEMHS 7 3 10
Lantangan National High 2 0 2
School
San Pablo National High 4 1 5
School
Tumalaytay National High 0 2 2
School
TOTAL 19 9 28
Based on the Table 1, out of seven senior high
schools in the Municipality of Mandaon Federico A. Estipona
Sr. Memorial High School has the highest number of non-major
42
MANDAON MASBATE
teachers, seven of them are male and three are female while
Bugtong National High School, Lantangan National High School
and Tumalaytay National High School has two non-major
teachers in senior high school teacher. Table 1 shows also
that only two female teachers handled senior high school
subjects in Tumalaytay National High School while Lantangan
National High School senior high school subjects are handled
by male teachers.
Table 2
Data on Employment Status of Senior High School Teachers
Number of Number of Permanent
Schools Probationary Teachers
Teachers
Bugtong National
High School 0 2
Cleofe A. Arce
Memorial High School 0 3
Cabitan National
High School 0 4
Federico A. Estipona
Sr.Memorial High 2 8
School
Lantangan National
High School 0 2
San Pablo National
High School 0 5
Tumalaytay National
High School 0 2
43
MANDAON MASBATE
Table 2 revealed that out of seven senior high
schools in Municipality of Mandaon only Federico A.Estipona
Sr. Memorial High School has two probationary status in
employment while the six senior high schools had permanent
teachers. Teachers under probationary status had a contract
of five years in service, however, they can apply for
permanent status once they have eligibility.
Table 3
Frequency and Percentage of Teachers’ Specialization
Specialization Frequency Percentage
English 8 29%
Mathematics 4 14%
Science 6 21.4%
Social Studies 1 3.5%
TLE 9 32.1%
TOTAL 28 100%
Table 3 shows that among five specialization in senior
high school teachers, TLE has thirty two percent in terms of
specialization of senior high school teachers in the
44
MANDAON MASBATE
Municipality of Mandaon. It indicates that most
specialization of the senior high school teachers in Mandaon
is TLE while social studies shows three percentage only.
However core and applied subjects in senior high school
requires social science teachers because of subjects related
to social sciences.
Table 4
Number of Non-Major Teachers in Senior High School
Schools Number of SHS Number of Non-
Teachers Major Teachers
Bugtong National
High School 2 2
Cleofe A. Arce
Memorial High 3 3
School
Cabitan National
High School 4 4
Federico A.
Estipona Sr.
Memorial High 10 10
School
San Pablo National
High School 5 5
Tumalaytay
National High 2 2
School
Table 4 above shows that the number of senior high school
teachers in every school is equivalent to the Number of Non-
45
MANDAON MASBATE
Major teachers. It revealed that all senior high school
teachers handled non-major subjects.
Table 5
Training Status of Senior High School Teachers
School Number of Trained Number of
Teachers Untrained Teachers
Bugtong NHS 1 1
Cleofe A. Arce MHS 3 0
Cabitan NHS 3 1
FAEMHS 10 0
Lantangan NHS 2 0
San Pablo NHS 3 2
Tumalaytay NHS 2 0
TOTAL 24 4
Table 5 revealed that there are untrained senior high
school teachers in the following schools: one SHS teacher in
Bugtong National High School, one SHS teacher in Cabitan
National High School and two SHS teachers in San Pablo
46
MANDAON MASBATE
National High School while senior high school teachers from
five senior high schools had trainings. This can be used as
reference for senior high school coordinator and school heads
in sending teachers to trainings conducted by Department of
Education.
Q.A. What is your impression or point of view in teaching
non-major subjects?
“It’s hard on my part because it takes time and effort to
study each subject, aside from that I have five non major
subjects per semester”
Difficult to teach is the emerging theme among non- major
teachers in senior high school. Research conducted by Mizzi
(2013) supported this theme that teachers teaching outside
their specialization faced considerable difficulties. First
of all, teacher need to understand the structure and nature
of the subject and learn unfamiliar content knowledge, which
is known as subject matter.
47
MANDAON MASBATE
The statement given by the respondent also support
the striking findings in the study of Childs& Mc Nicholl
(2007) that teachers regardless of their expertise faced
similar issues and challenges when teaching non-major
subjects. These findings are consistent with the findings of
another study conducted by Sander (1993) that teachers
encountered difficulties in planning lessons because they
were uncertain of the time required to develop different
concepts and how to sequence the content.
Teaching non-major subjects in senior high school is
basically difficult since a background on subject is
important in teaching to achieve the learning competencies in
every lesson. Content to be learned by senior high school
teachers are new and complex and constantly demand effort and
additional techniques to learn.
2.Q. B. What preparations did you make prior to teaching non
major subjects?
“Aside from lesson planning, I did some research through
internet almost every night”
48
MANDAON MASBATE
The above mentioned statement support the emerging theme
prior knowledge which is the single most important factor in
learning. It is easier to learn and make a connection when
prior knowledge exist. Non major teachers obtained it through
accessing internet, likewise, review of curriculum guide and
reading of related literatures are much helpful.
“Do some research in internet and study the subject
during my vacant time, or should I say most of the time”
It is very evident that the responses of non-major
teachers support the idea of Sander (1993) wherein he revealed
that when teaching non-major subjects, lessons were more
teacher dominated and more time was devoted to teacher
explanation. Constructivism as a learning theory supports
also the idea of using prior knowledge as the main factor in
learning. It is easy to construct, or create learning with
prior knowledge to grasp and make sense of new information.
All preparations conducted by non-major teachers’ leads
to acquisition of prior knowledge. It is a vital part of
teaching non-major subjects since the more a teacher learns
49
MANDAON MASBATE
about something the more elaborate become the mental schemas
that connect various underlying concepts and principles.
3. Q.C In the delivery of the lesson, what are the
difficulties you had met in terms of content of the subjects?
“Most of the time, understanding on the subject matter
itself. Sometimes, I have to read three different books to
have better understanding”
The emergent theme among respondents is knowledge of
subject matter. Inadequate background in the subject
knowledge is one of the main factors that contributes to such
difficulties and it will have an impact on the development of
teachers as well as on the teachers’ self-confidence when
teaching lesson in non-major subjects. According to De Jong
(2002), teachers’ knowledge strongly influences all aspects
of teaching like preparation, planning and decision making
regarding the choice of content to be learned.
“Though I can deliver my lesson very well, my problem is
the technicalities of the concepts which requires deeper
understanding in which I was not prepared to.”
50
MANDAON MASBATE
Hence, knowledge in subject matter is significant in such
way that teacher can transform it into suitable activities,
analogies or simulations and adapt them to the different
learners’ abilities during delivery of lesson to help
learners learn meaningfully.
4. Q.D What are your difficulties in selecting pedagogical
approaches in teaching non-major subjects in senior high
school?
“It is really difficult to choose suitable approaches on
each topic”
Application of appropriate pedagogical approach emerged
as theme in this item. It is rooted from their limited
knowledge on the content of the subject. In support of this
theme, one of the teacher responded:
“I don’t really have any idea on specific topic, my
knowledge is limited so I only use discussion.”
Based on their responses, an in-depth knowledge of the
subject matter helps non-major teachers to choose appropriate
approaches to help students understand complex concepts.
51
MANDAON MASBATE
Holistic-based approach agreed to this circumstance in
teaching wherein knowledge is used in developing appropriate
pedagogical approaches supportive for learning.
Learning is dependent on pedagogical approaches teachers
use in the classroom. Effectiveness of pedagogy often depends
on the particular subject matter to be taught and lead to
academic development and other aspects of a learner. But if
subject matter is unfamiliar to teacher choosing appropriate
pedagogical approaches is a difficulty.
5. Q. E. How do the difficulties of teaching non-major
subjects affect the performance of your leaners?
“Learners have limited learning and they based only on the
information I gave them”
“In my area, no access of internet, learners module is much
needed especially in ICT they have difficulties on how to
do it in actual and they just imagined it.”
Non-major teachers believed that difficulties in
teaching lead to poor performance of learners. Teachers play
an important part in determining the quality of teaching among
52
MANDAON MASBATE
learners while the quality of teaching affects student
achievement. This emerging theme support the study conducted
by Hobbs (2015) revealed that teachers teaching non major
subject are concerned on negative impacts of their teaching,
such as lower achievement scores and unable to demonstrate
content in real life. While UNESCO (2014) cited that good
education means that students can achieve measurable
objectives and life skills.
Many variables like family, friends, and school
administration can be responsible for students’ achievement.
However teachers have direct responsibility to grow
academically successful students up and they are one of the
most important school-based factors affecting students’
performance.
6. Q.F. What techniques and strategies you employ in handling
difficulties in the content of non-major subjects you taught?
Creativity emerged as theme and it is supported by their
responses such as:
53
MANDAON MASBATE
“In my PE class, the competencies are more on dances, I
admitted that I can’t give them all they need so I decided to
conduct a Seminar-Workshop on Dances and it was successful.
All competencies for the 1st and 2nd grading period were
carried out.”
Another response support this theme:
“I observe students on how to catch their interest to the
topics discussed”
Creativity unlock difficulties. There are alternative
and varied means that helps non-major teachers in handling
difficulty it only takes a creative mind to innovate relevant
and meaningful learning experiences.
Another theme emerged is resourcefulness;
‘We use available resources as alternative for them to
understand what is being taught.’
Resourcefulness is the ability to find and use available
resources to achieve goals. Similarly, salient feature of
kto12 framework known as Contextualization and Localization
encourage teachers to make competencies relevant, meaningful
54
MANDAON MASBATE
and useful in the use of learning materials in terms of
Geography, cultural diversity and individuality.
When facing difficulties in teaching non-major subjects,
teachers resort to a range of strategies to deal with. During
planning stage, they can read textbooks and seek help from
colleagues especially about practical application.
7. Q.G. In your own idea, what are the significant attributes
a teacher should practice in teaching non-major subjects?
All non-major teachers almost responded in one theme
which is a positive attributes.
Research is beginning to reveal that positive attitude
is about more than just displaying an upbeat attitude but
creating connections and heightened levels of creativity.
Positive attitude can actually create real value in life and
help build skills that last longer. Based on broaden and build
theory by Fredrickson, that positive emotions can build
physical, intellectual and social abilities.
55
MANDAON MASBATE
Therefore, positive attributes can benefit non-major
teachers from their difficulties and help them perform better
at work.
8.Q.H What strategies do you, personally, use to stay positive
during difficult times of teaching non-major subjects?
“What really motivates me is the future of my students
depend on me. If I fail, they will fail.’
The emerging theme is mind setting. This supports the
study of Richard (2015) on benefits of mindfulness or focusing
on the present would be particularly helpful for teachers.
Teachers who have strong belief in their ability to control
what happens to them have higher chances of staying in the
classroom (Howard &Johnson, 2004).
In other words, teachers in non-major subjects have an
internal locus of control- a significant aptitude in handling
difficulties in teaching.
9.Q.I. How would you define a resilient teacher?
The responses of non-major teachers emerged the theme
flexible in defining a resilient teacher.
56
MANDAON MASBATE
“Resilient teachers are flexible enough to accept
changes and are willing to take risk”
“Flexible in everything eg.teacher will adjust to the
subject”
In this item, teachers’ resiliency is evidently
associated to flexibility since teaching is complex,
demanding and can be unpredictable. According to Gu & Day
(2007) teaching is a demanding job, as schools continue to
diversify and the role of school teacher teaching becomes
increasingly complex, it is important for teachers to become
resilient to survive in the context of school.
Flexible teachers are more likely to be resilient. To be
resilient is to be flexible and tough when the situation calls
for it and to be able to handle the usual challenges.
Teachers’ ability to bounce back after interruption,
disruption or situations out of their control is the key to
managing inevitable difficulties in teaching.
While one of the non-major teachers’ defined resilient
teacher as:
57
MANDAON MASBATE
“A motivated person and able to make a difference”
Though it does not support the emerging theme but it’s
a good implication of fostering resiliency. It is significant
for teachers to recognize the challenges in learning to teach
and the reason for these is to make difference among learners.
Teachers are on frontline and like most jobs, teaching
comes with stress. Furthermore, it requires multitasking
routines and standardized competencies in the present
curriculum, but the sources of teachers ‘stress and
difficulties is not mainly the dispute rather their ability
to manage difficulties.
10.Q.J What are the basis of your school administrator in
assigning subjects and workload to senior high school
teachers?
The responses gathered from non-major teachers in senior
high school produced a theme specialization as basis for
assigning workloads. It is known that teachers teaching in
their specialization competently deliver the learning
objectives and competencies of lessons. Mostly, a senior high
58
MANDAON MASBATE
school teacher handled subjects relevant to specialization
and non-major subjects may be assigned to meet maximum
teaching load per week.
“In second semester, where I am assigned it is very
difficult since I am overload in teaching. I handled six
subjects and I prepare six preparations per day. Nobody from
junior high school teachers are willing to be borrowed to
teach the other subject in senior high school and this issue
is just ignored in our school”
The abovementioned statement does not support the theme
in this item but rather a significant finding among senior
high school teachers. It is very evident that there are
overload teachers in terms of number of preparation because
of unavailability of teachers. Likewise, basis in assigning
workload and intervention of the school administration in
this prevailing issue is not evident.
In this regard, it is necessary to identify issues and
concerns of senior high school teachers to help them deal
with their difficulties and weaknesses.
59
MANDAON MASBATE
11.Q.K. Did you receive support from your school
administration on the difficulties you encountered in
teaching senior high school subjects?
“Yes, school supplies and references for the subject
assigned to me”
Learning materials emerged as theme among responses.
Senior high school has many struggles along
implementation such as lack of teachers, untrained teachers,
no learning modules, unavailability of teaching guides and
incomplete facility is added on it. Upon implementation of
senior high school, learning references that matches with
competencies in curriculum guide for each subject is the main
concern of senior high school teachers. While learning the
content of subject matter and looking for appropriate
reference are both time demanding and requires extra effort
to learn the content itself.
Sustaining teaching in senior high school requires a
support system from school administration to encourage
60
MANDAON MASBATE
teachers and help them cope with never ending, ever changing
series of demands in senior high school.
61
MANDAON MASBATE
Chapter 5
SUMMARY, CONCLUSION, FINDINGS AND RECOMMENDATION
This chapter summarizes the rationale of conducted
research on Knowledge and Pedagogical Resiliency of Non-Major
Teachers in senior high school, the significant findings and
recommendation of the study.
Summary
K to 12 curriculum, a 21st investment in education had
been a breakthrough in Philippine educational system. It is
a response and integration as well of ASEAN countries in
building sustainable economic growth. The K to 12 framework
supports primary goals of education which is the development
and deepening of students’ understanding. One of the best
features of K to 12 framework is the additional two years in
secondary now known as Senior High School. In two years of
senior high school implementation different issues and
concerns were revealed and challenges to learners, teachers
and schools.
62
MANDAON MASBATE
This paper presents the initial compilation of knowledge
and pedagogical resiliency of non-major teachers in senior
high school as responded by senior high teachers in the
District of Mandaon namely: Bugtong National High School,
Cleofe A. Arce Memorial High School, Cabitan National High
School, Federico A. Estipona Memorial High School, Lantangan
National High School,San Pablo National High School,
Tumalaytay National High School.
Specifically, it provided answers to the following
questions:
1. What is the profile of non-major teachers teaching
core and applied subjects in senior high school along:
A. Gender
B. Employment Status
C. Field of Specialization
D. Trainings
63
MANDAON MASBATE
2. What are the problems met by the non-major teachers
in senior high school in terms of content of the subject?
3. What are the interventions conducted by non-major
teachers in teaching senior high school subjects?
4. What are the assistance provided by the school
administration to the non-major teachers in senior high
school?
This study has 28 respondents, 19 of them are male
and 9 are female. They were all senior high teachers under
permanent and probationary status in senior high schools in
the District of Mandaon.
A survey questionnaire was provided by the researcher
and interview was conducted also to seek out responses and
insights. The questionnaire was divided into three categories
such as instruction, personal and administration. The task of
the respondents was to write their responses to each question
and their insights during interview. The researcher did the
collection and analysis of data by using frequency count and
percentage of equivalent on profile of respondents while
64
MANDAON MASBATE
thematic analysis was used to interpret the gathered
responses using the following steps: familiarizing the
researcher with the data, generating initial codes, searching
for themes, reviewing themes, defining and naming themes and
producing the report.
Findings
1. All senior high school teachers are teaching non-major
subjects. Two out of 28 respondent are under probationary
status and twenty six are permanent in employment status,
four of them was found to be untrained in senior high school.
2. Their profile revealed five subjects’ specializations
among senior high school teachers such as English,
Mathematics, Science, Social Science and TLE. Highest
percentage of specialization is TLE while social science has
lowest percentage.
3. Four senior high schools in the District of Mandaon namely
Bugtong National High School, Cleofe A. Arce Memorial High
School, Lantangan National High School and Tumalaytay
National High School are found to have lack of teachers to
65
MANDAON MASBATE
teach the subject and resulted to overload in number of lesson
preparations.
4. Knowledge of subject matter and choosing appropriate
pedagogical approaches are the main problems in senior high
school teacher.
5. Rigorous research were made by teachers as part of their
preparations in teaching non-major subjects. Creativity and
resourcefulness are significant attributes that help them in
their difficulties.
6. School administration provided learning resources to
senior high school teachers.
Conclusions
1. The senior high teachers in the District of Mandaon are
predominantly male, under probationary and permanent in
employment status, they were all non-major teachers , have
attended trainings in senior high school and five subject
specialization emerged among respondents.
2. Respondent viewed teaching in senior high school as
difficult and in terms of content subject they have limited
66
MANDAON MASBATE
knowledge and prior learning while choosing appropriate
pedagogical approaches for lesson was another concern of
them.
3. Reading related lessons and accessing internet are
teachers’ preparation prior to teaching while creativity and
resourcefulness are identified as techniques in teaching to
help them in their difficulties in teaching.
4. School administration provided learning references for
teachers as assistance in their instruction.
Recommendations
Based on the results and findings of this study, the
following are the researcher’s recommendation:
1. Senior high school teachers should participate in more
seminar-workshop/trainings or related seminars on senior high
school.
2. Through self-study and own initiatives, master the
competencies for subject handled to fit the nature, needs and
interests of senior high school learners.
67
MANDAON MASBATE
3. Learn to indigenize and localize the curriculum in order
to maximize the use of community resources to make curriculum
relevant and appropriate.
4. School heads should sponsor more in-house trainings to
senior high school teachers to heightened understanding on
senior high school curriculum.
5. Conduct consultative meetings to senior high school
teachers to review, assess and resolve prevailing
difficulties of senior high school teachers. Regularly
monitor and evaluate senior high school teachers to reward
functional practices.
6. Allocate adequate budget for the purchase of references
and ICT equipment for teachers and learners.
7. Likewise, they should assign workloads equally to avoid
overloaded in lesson preparations to senior high school
teachers to give them ample time in preparing their lessons
and instructional material. Assigning senior high school
subjects to junior high school teacher is recommended if
needed.
68
MANDAON MASBATE
8. Division personnel should conduct regular visits to senior
high schools to provide the necessary assistance in the
effective implementation of senior high school and initiate
the conduct of seminar-workshops to senior high school
teachers.
9. Department of Education needs to equip and prepare all
senior high school teachers in teaching senior high school
subjects through continuous intensive seminar workshop in
content and process of subjects to provide them background
framework of subjects and approaches in senior high school.
10. Make a survey on the needs and problems of the schools
relative to implementation of senior high school and promptly
offer corresponding appropriate solutions.
11. Provide to all senior high schools facilities and learning
resources they required.
12. Make use of the findings of this study as a basis or
groundwork in bringing forth an effective implementation of
the senior high school.
69
MANDAON MASBATE
70
MANDAON MASBATE
71

Chapter 1 Final

Uploaded by

Copyright:

Available Formats

You might also like

Chapter 1 Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1 Final

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

DR. EMILIO B. ESPINOSA SR.MEMORIAL STATE COLLEGE

Philippines belong to the ASEAN region with member

countries having common understanding to improve their

economies through strong partnerships and integration of

educational reforms and programs recognized by ASEAN

countries. Only the Philippines among the 10 members of ASEAN

implements 10 years of basic education while the rest are 12

years basic education cycle. This significant difference in

education system gave birth to K to 12 program in the

Philippines now known as Republic Act No. 10533 or the

Enhanced Basic Education Law. This law mandates Filipino

pupils to attend kindergarten, six years of elementary school

education, four years of junior high school and two years of

senior high school.

According to a briefer released by DepEd (2010), the K

to 12 Basic Education Program refers to Kindergarten and the

12 years of elementary and secondary education. This program

is a collaborative effort among the three education agencies

(CHED, DepEd and TESDA) along with the other stakeholders

such as the academe and the industry. The K to 12 Basic

Education Program proposed by the Department of Education

adds two years of secondary education to enable graduates to

pursue one of three tracks such as employment after

graduation, higher education or entrepreneurship.

Full implementation of this program nationwide both in

public and private started during school year 2012-2013 where

children six years of age enrolled in kindergarten and

elementary graduates enrolled in secondary as Grade 7 until

they enrolled in Grade 10 and successfully finished junior

high school. The implementation of this program in the country

drew negative reactions from various societal groups

and this is more of additional burden to students and their

parents. Despite calls to suspend the program, the government

remained firm saying this new educational system offers

opportunities for Filipino students and the national economy.

The DepEd, meanwhile, had its eye on the fast-

approaching 2016, when the added senior high school kicks in

nationwide. Senior High School completes basic education by

making sure that the high school graduate is equipped for

work, entrepreneurship, or higher education. This is a step

up from the 10 year cycle where high school graduates still

need further education to be ready for the world. The two

additional years will equip learners with skills that will

better prepare them for the future, whether it be employment,

entrepreneurship, skills development and higher education.

Prior to this, the department begins it search for

qualified and highly competent teachers, professionals,

practitioners and experts interested in teaching subjects of

4 senior high school tracks such as academic, technical-

vocational-livelihood, arts and design and sports. In

relation to this, DepEd issued DepEd Order No.3, Series of

2016 entitled” Hiring Guidelines for Senior High School

Teaching Positions Effective School Year 2016-2017.

The opening of SY 2016-2017 had been a big knock to DepEd

when the nationwide implementation of K to 12 program’s senior

high school began along with the usual problems encountered

at the beginning of each school year such as lack of