TRANSITIONAL CHALLENGES IN THE SENIOR

HIGH SCHOOL PROGRAM IN SELECTED PUBLIC

SECONDARY SCHOOLS IN RIZAL

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 7
Pages: 854-862
Document ID: 2023PEMJ696
DOI: 10.5281/zenodo.7913047
Manuscript Accepted: 2023-05-09 12:54:51
Psych Educ, 2023, 8(7): 854-862, Document ID: 2023PEMJ696, doi:10.5281/zenodo.7913047, ISSN 2822-4353
Research Article

Transitional Challenges in the Senior High School Program in Selected Public

Secondary Schools in Rizal
Juvy-May Pendon*
For affiliations and correspondence, see the last page.

Abstract

The study aimed to assess the extent of transitional challenges in the senior high school program in selected public secondary
schools in Rizal. The respondents of the study were all the teachers in the senior high school program in selected schools. They
were described in terms of age, sex, educational attainment and length of service. Descriptive survey research design was
applied utilizing a researcher-made questionnaire-checklist as a tool in gathering the needed data on the transitional challenges
in the senior high school program with respect to student development, staff development, curriculum development and
physical facilities development. The study revealed that the teacher-respondents are mostly females with ages 31 years old and
above. Most of them are pursuing graduate education with teaching experience of more than 15 years. Transitional challenges
in the senior high school program with respect to student development is very much implemented while with respect to staff
development, curriculum development and physical facilities development, transitional challenges are much implemented.
There is no significant difference on the perception of the teacher-respondents on the extent of transitional challenges in the
senior high school program with respect to student development, staff development, curriculum development, and physical
facilities development in terms of age, sex, educational attainment and length of service. The study concluded that maturity,
length of experience of teachers and educational background are contributory on their views regarding the transitional
challenges in the senior high school program. Likewise, male and female teachers differ on their perceptions. The study
recommended that school administrators and teachers may continuously support the implementation of the different activities
of the senior high school program for effective teaching learning process. More professional trainings may be provided to
teachers to build high quality learning environment to meet the transitional challenges of the senior high school program. The
proposed action plan is recommended for implementation. Similar studies may be conducted considering other variables.

Keywords: Program, Philippines, Public School, Senior High School, Transitional Challenges

Introduction The Philippine educational landscape has been

Education circles today have been viewed as the
domain where students should gain knowledge of the
21st century skills which correspond to a broad set of
knowledge, skills, work habits, and character traits that
are believed by educators, school reformers, teachers,
employers, and others to be critically important to
success in today's world, particularly in collegiate
programs and contemporary careers and workplaces.
As provided in Article XIV of the 1987 Philippine
Constitution, Section 1 states that:
"The State shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all."
This emphasizes that the role of education in any
society is to prepare young people to meet the
requirements and expectations that the society holds
for its citizens. The role of education has not changed;
but, the society in which the youth are developing has
the reality of many more choices, challenges and
opportunities than at any other time in human history
undergoing major transitions since the K to 12
curriculum implementation in 2011. The major
concern among educators is how to respond to these
developments — specifically, managing the K to 12
program not only administratively, but also down to
the classroom level. To ensure that subject area
teachers comply with the demands of the latest
curriculum, it has been an imperative for Principals
and faculty members to conduct a curriculum
crosswalk. The goal of this academic exercise is to
track the movement of topics in the curriculum. Once
the impact of the alterations has been determined,
corresponding transitional lessons can be developed to
equip students with the pre-requisites of the next grade
level. This is specifically provided in R.A. 10533,
section 2, paragraph (b), to wit:
“Broaden the goals of high school education for
college preparation, vocational and technical career
opportunities as well as creative arts, sports and
entrepreneurial employment in a rapidly changing and
increasingly globalized environment.”
School administrators and teachers are challenged to
create the climate, structures and practices for
academic success of all students. Teachers are

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Research Article
expected to employ innovative school reform
initiatives adapted to address the needs of the learners.
They are also faced with the critical task of achieving
equity- based educational excellence and a challenge
to balance instruction that prepares all students for
state criterion and assessment tests and teaches a
curriculum that is comprehensive and more
encompassing.
In addition, central to the program of k to 12 was the
addition of a two-year senior high school (SHS)
curriculum that intends to provide time for students to
consolidate acquired academic skills and competencies
(Department of Education, 2010). The program aspires
to train learners in various fields of expertise, referred
to as SHS tracks, of their own choosing that would
render them employment-ready upon graduation.
These tracks were developed on the basis of varying
competencies and student interest.
As a major educational reform, there is a demand for
educators to conduct studies that examine various
aspects of the program – from feasibility to monitoring
to evaluation. The findings of any relevant study shall
contribute to the existing, albeit limited, knowledge of
the possible implications the whole program has on the
country prompting the government to make practical
and substantiated decisions regarding it. From the
different aspects of the K to 12 program, this research
was fuelled by the need to make sense of the transition
challenges for senior high school program of public
secondary school coordinators in Tanay, Pililla,
Jalajala cluster taking focus on the varied parameters
such as curriculum, the problems and difficulties
teachers encountered as implementers while looking
into the support encounters made available by the
government. As to whether teachers believe in the
essentiality and practicality of the program, or their
sense of preparedness or confidence in the
implementation, are concerns that were made central
to the conduct of this study.
Under the senior high school program, students have
the liberty to choose the path they want to take (or will
discover that path) based on their personality,
passions, and skills. In the senior high school
curriculum, there are different tracks the students can
choose from: academic (including Business, Science
and Engineering, Humanities and Social Science, and
General Academics), technical-vocational livelihood
(with TESDA qualifications), arts and design, and
sports. These tracks aim to equip a student with
entrepreneurship skills, employment skills, tech-
vocational training, and readiness for higher education.
According to DepEd Secretary Briones, 60% of senior
Juvy-May Pendon
high school students in the Philippines are enrolled in
the academic track, 39% are on the tech-vocational
track, while less than one percent are under the sports
track. There are currently more than one million
students in Grade 12 and 1.5 million students in Grade
11 in the country and the first batch of senior high
school students have graduated in March 2018.
By integrating the awarding of TESDA National
Certificates at the high school level, K to 12 students- -
now of employable age upon graduation--would
already qualify for decent entry-level jobs. This also
increases the financial capabilities of high school
graduates who desire to pursue advancement through
higher education.
Moreover, the SHS curriculum also addresses the
redundancy of college-level general education
programs, which presently cover material that should
have already been mastered at the pre-university level.
With the aforementioned facts, the researcher was
prompted to conduct a study on the transitional
challenges in the senior high school program in
selected schools.
Research Questions
The study sought to assess the extent of transitional
challenges in the senior high school program in
selected public secondary schools in
Rizal. Specifically, it sought answers to the following
questions:
1. What is the profile of the teacher-respondents in
terms of:
1.1. age;
1.2. sex;
1.3. educational attainment; and
1.4. length of service?
2. What is the extent of transitional challenges in the
senior high school program as perceived by the
teacher-respondents with respect to:
2.1 student development;
2.2 staff development;
2.3 curriculum development; and
2.4 physical facilities development?
3. Is there a significant difference on the extent of
transitional challenges in the senior high school
program as perceived by the teacher-respondents with
respect to the cited aspects in terms of their profile?
4. What action plan may be proposed to overcome the
transitional challenges in senior high school program?
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Research Article
Literature Review
This literature review presents both foreign and local
literature which are relevant to the present study.
Foreign Literature
Stree (2010) stated that important method of teaching
and the quality of instructional materials have been
developed by experienced teachers educators or the
benefits in making the teacher educational institution.
Use of modular Self Learning module in teaching is
another form of individualized instruction; this is now
called as the Modular Approach of teaching and
learning. It applied the two types of approaches as
observed and performed in the classroom. The teacher
centered approach (the skills) which observed that
teacher often speak and explained the concept and the
student listened and either given less opportunity to
share. Child centered Approach or the concepts in this
manner the teacher speak less and more opportunity
was given to the student to share or explained.
The K to 12 Academic Standards section provides
professional development, instructional resources, and
information to support the development and
implementation of Arizona's Common Core Standards
in Mathematics and English Language Arts and
Literacy in History, Social Studies, Science, and
Technical Subjects, in addition to the K to 12
academic standards in Science, social studies, and
educational technology.
According to Aud (2011), the US needs scientifically
literate and curious citizens now more than ever. In his
January 2012 State of the Union address, President
Obama said, "I also hear from many business leaders
who want to hire in the United States but can't find
workers with the right skills. Growing industries in
science and technology have twice as many openings
as we have workers who can do the job. Think about
that--openings at a time when millions of Americans
are looking for work. It's inexcusable.
Many areas of the country are rapidly becoming more
urbanized and are subsequently displaying immense
racial, cultural, and socioeconomic diversity.
However, a large proportion of the new and existing
teaching force comes from mostly suburban, less-
culturally/racially diverse, middle-to-upper class
backgrounds. Differences in background combined
with various urban school issues and potentially
inadequate undergraduate preparation for urban
environments can lead to teachers harboring
unexamined negative attitudes toward and lowered
Juvy-May Pendon
expectations of urban students. These attitudes and
expectations can in-turn affect student achievement in
all areas.
As stated by Bui (2009), examining how teachers
background Characteristics, undergraduate
preparation, and current program support combine
with and predict the attitudes and expectations of
current urban teachers toward their students can help
the profession discover ways to better prepare pre-
service teachers for urban environments and support
urban teachers once they are employed. Gaining a
better understanding of these phenomena can
potentially give us tools to help improve teacher
attitudes toward and expectations of urban music
students, which could lead to enhanced access to and
experiences with quality music education for all urban
students.
Most school districts currently publicly report that
equal money is spent per- child regardless of
socioeconomic status (SES), race/ethnicity, or urban,
suburban, or rural location. However, various
historical, political, and financial factors combine in
many areas of the country to create a reality that is
much less equitable than it appears, especially for
high-need, inner-city students.
Resource procurement and distribution issues in urban
schools can manifest in facility inadequacies, limited
curricular offerings, lack of materials, large class sizes,
lower teacher experience, high teacher
turnover/migration, and consequent gaps in student
achievement that can lead to high student dropout
rates. Because education is a well-researched predictor
of future economic and social success, the trend of
educational disparity and resultant lowered student
achievement in urban schools can lead to an inevitable
continuation of the cycle of poverty for many children.
The societal functions of public education vary.
However, one of education's main goals is to inform
children in many different subject areas in an effort to
develop children's humanity and create well-rounded
citizens who can effectively participate in society.
Education in the arts is critical for meeting these goals.
According to Baldwin, et.al (2009) the K-12
Education had undergone several changes in the past
few months. The final version of it was signed by
Governor Dayton on July 20th. Changes in some of
policies will affect students, teachers and schools in
areas, such as, assessment and funding.
Several changes have been taking place affecting
parents and families on scholarship, full-service school
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Research Article
zones, teachers, school and funding, thus: Students
who receive their high school diplomas early can get
up to $7,500 in college scholarships and a cash grant
award for those who enter military service. There will
also be a scholarship program that helps low-income
families pay for public or private preschool.
According to Boyd (2011), 35 per cent of the
evaluations will be based on student growth according
to student test performance, student engagement and
commitment. Teachers who initially receive poor
marks in their assessments will receive professional
support to improve by a set timetable. Teacher and
principal assessments will be instituted. Teachers will
be assessed every three years and principals will be
assessed annually. The assessment criteria will be
decided by the school district. Local districts and
unions may negotiate an evaluation system according
to the guidelines that will be provided to them. School
districts that do not set up their own evaluation system
will be able to use the guidelines that the Department
of Education will assemble via a task force. The task
force will be made up of educators and teacher
organizations, business representative and parent
groups.
Funding for K to 12 education increases by $190
million in 2012-2013. To help the school districts
cover the costs of borrowing to make up for the
delayed aid payments, the per-pupil funding levels will
raise by $50 in 2012 and $50 in 2013. There will be an
additional delay of $780 million in aid to public
schools. The state already delayed $1.4 bilion in K to
12 aid. The new shift will bring the state's debt to
school to $2.2 bilion state owes them in the current
year, with 40 per cent shifted to the following year.
The current shift is 70/30. The money will not only be
delayed but will amount to a real cut of about 10 per
cent in state aid for all schools.
The program will be replaced with a new program to
be determined later. A 12-person task force will make
recommendations for the new program. A school
district must adopt a local literacy plan to have every
child reading at or above grade level, no later than the
end of third grade. The plan must include a process to
assess students' level of reading proficiency, notify and
involve parents, intervene when students are not
reading at or above grade level, and identify and meet
staff developmental needs. However, students are not
required to be retained. The district must post its
literacy plan on the official school district website.
Schools can get extra money if they teach their third-
graders to read proficiently. The new "literacy
Juvy-May Pendon
incentive aid" program will reward schools where
students are already doing well in reading with at least
$29 million in new funding. There is additional
funding for the Minnesota Reading Corps, a state wide
initiative that focuses on improving literacy among
children up to third grade.
Local Literature
According to De Guzman (2018), progressive
education reform is good, but it does not follow that
the transition will be smooth. While adding two more
years to the country's traditional education system was
done in good faith, there has been a seemingly
unforeseen glitch in the K-12 system: the temporary
closing of some college courses as an effect of the
junior-senior high school transition period. Because
the K-12 system requires Grade 10 (formerly called
fourth year high school) students to take an additional
two school years (senior high school), the first year
college programs in some universities and colleges
have not surprisingly suffered from the low number of
enrollees for this academic calendar and the last. The
University of Sto. Tomas (UST), for instance, did not
offer A.B. Journalism and Legal Management courses
because of the small number of enrollees: six and 11
people applied for the courses respectively. Those who
passed the entrance exams were requested to shift to
Communication Arts and Political Science, or move to
other schools that offer the courses they wanted. In the
southern part of Metro Manila, in San Beda College
Alabang Muntinlupa, the same scenario has pushed the
college to offer only B.S. Education for the past two
years, again, as a result of the low number of enrollees
thanks to the Grades 11 and 12 implementation and
transition period.
As mentioned by Cruz (2012), in the current basic
education curriculum, literature is taught mainly as
part of language courses, except for explicitly
literature-oriented sessions on novels such as the Noli
and the Fl. Because literature is taught as a particular
form of language use, what makes a literary text
literary is often ignored. The recent interest around the
world in literature emphasized in the STAR columns
has made it clear that literature should be taught as
literature and not only as an example of excellent
language use.
Vocational/technical education takes center stage in
the K to 12 curriculum as it is institutionalized in the
basic educational system. Starting Grade 9, the new
curriculum will offer as an elective Technology and
Livelihood Education that will give the students the
option to take technical vocation subjects. The goal,
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according to DepEd, is for a student who completes K
to 12 to be "equipped with skills, competencies, and
recognized certificates equivalent to a two-year college
degree."
According to Ho (2012), under the senior high school
program, students have the liberty to choose the path
they want to take (or will discover that path) based on
their personality, passions, and skills. In the senior
high school curriculum, there are different tracks the
students can choose from: academic (including
Business, Science and Engineering, Humanities and
Social Science, and General Academics), technical-
vocational livelihood (with TESDA qualifications),
arts and design, and sports. These tracks aim to equip a
student with entrepreneurship skills, employment
skills, tech-vocational training, and readiness for
higher education. According to DepEd Secretary
Briones, 60% of senior high school students in the
Philippines are enrolled in the academic track, 39% are
on the tech-vocational track, while less than one
percent are under the sports track. Overall, the K-12
system reform has received the nod of approval of
teachers in the provinces, though they noted the
challenges it has entailed.
According to Camba (2012), the Philippine country
welcomes challenges to become a significant part of
the global community, and education is one of the
factors to consider since it is still a top priority in the
Philippine context. The Commission on Higher
Education (CHEd) strategic plan 2011-2016 stated that
Philippine has a deteriorating quality of education.
And it was 2010 when the Department of Education
(DepEd) introduced the K to 12 education system to
the country as an effective solution. K to 12 education
system means kindergarten plus six years of
elementary, four years of junior high school and two
years of senior high school which is common
education system all over the world. DepEd has issues
and plans to face the implications of the new basic
education system. On the other hand, higher education
institutions are not yet geared up to K to 12's domino
effect.
Meanwhile, as stated by Delagan (2016), the future of
higher education in the Philippines relies to the success
of K to 12 basic education systems. It is said that the
graduates of senior high school are well-prepared to
enter higher education because they have a better
understanding and it is not necessary for remedial
courses; however, this also implies that they are ready
for work. The concept of the graduates is both well-
equipped for higher education and employment. Given
the Situation, more knowledgeable high school
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students will enter the higher education. The higher
education institutions must change their formation
strategy. They must do research about the handling
first year students that have ages around 17 to 19 with
high level of intellectual capacity. Though other higher
education institutions abroad have this formation
concept for ages 17 to 19, the Philippine higher
education institutions must work on how it will fit to
Philippine culture. K to 12 has also an implication to
both basic and higher education curriculum. Mainly,
basic education has development or revisions to its
curriculum because of its additional senior high school
level. For higher education, there is a possibility of
major revisions or shortening of their college
curriculum due to the changes in the K to 12 system.
The occurrence of K to 12 forced secondary schools
and higher education institutions to modify their
curricula. And higher education institutions are more
affected than secondary schools in this aspect. The
secondary schools will just add specialized programs
while higher education institutions will modify the
whole program as the new batch of incoming students
have high level of intellectual capacity.
Moreover, according to Suarez (2016), there are issues
that must be taken care of by higher education
institutions immediately and one of these is what we
call the two years enrolment gap during the transition
period. Since K to 12 has started last Academic Year
(AY) 2012-2013 there will be no graduates on March
of 2016 and 2017 who are supposedly the freshmen
and sophomore batches of higher education for AY
2016-2017 and AY 2017-2018. As academic years
continue, this 2-year decrease in number of enrollees
in higher education is a challenge to be faced by the
higher education institutions in addition to the
competition between education and employment after
graduation. The possible immediate response of the
higher education institutions to address this decreasing
number of enrollees is to offer senior high school
level. They must get some portion of the senior high
school market from secondary schools since secondary
schools are also having a problem accepting senior
high schools due to the physical capacity. It will end to
a senior high school competition between the
secondary schools and higher education institutions.
Today, Philippines higher education institutions
together with the DepEd and CHEd are open-handedly
contributing their efforts to make the K to 12 transition
successful for the betterment of the future quality
education of the country and become competent for
global competitiveness. However challenges of the K
to 12 transition and implementation convey massive
changes to higher education institutions strategic plan
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both in public and private. It will bring more
knowledgeable and mature first year students, force to
change their whole curriculum, and lessen the number
of enrollees.
The Senior High School (SHS) program headed
toward full implementation with the roll out of Grade
12 in 2017. Best practices in actual implementation,
learning environment, and governance include
ensuring better distribution of program offerings per
District or Division to answer to learners' and
communities" needs through SHS mapping (including
private schools, state and local universities and
colleges, and technical-vocational institutions);
utilization of LGUs conference hall, libraries, and
barangay halls as SHS classrooms; redeployment of
excess JHS teachers to teach in SHS based on their
specialization; short-term scholarship for teachers;
refined hiring process; collaboration with the
Association of Private Basic Education Schools to
reduce top-up fees; provision of dormitories for
learners from remote places; and construction of
additional classrooms, science laboratories, and TVL
workshops from LGUs, government agencies, NGOs,
government-owned and -controlled corporations
(GOCCs), and private companies. These collaborative
efforts resulted in the enrollment of learners in their
preferred programs; achievement of ideal class size
and teacher-student ratio; address of classroom
shortage; availability of learning materials for both
teachers and students; accessibility of schools; and
hands-on, experiential, relevant instruction and
learning.
principles of theories that have universal validity. It
describes and interprets what is. It concerns with
conditions or relationships that exist, opinions that are
held, processes that are going on, effects that are
evident, or trends that are developing. It is primarily
concerned with the present although it often considers
past events and influences as they relate to condition.
The descriptive survey will be used to determine the
status and nature of the phenomenon which was
considered by the researcher as the most appropriate
since the main purpose of the study is to assess the
transitional challenges in the senior high school
program.
Participants/Respondents
The study considered the total population of teachers
in the senior high school program in selected public
secondary schools in Rizal. They were described in
terms of age, sex, educational attainment and length of
service
Table 1 presents the respondents of the study by
school.

SHS support partnerships and linkages also saw best Figure 1. .

practices that include implementation of transparency
system in any and all SHS transactions; constant
Instruments of the Study
monitoring and evaluation of schools; school-to-school
partnership training; benchmarking in other provinces
The study utilized a researcher-made questionnaire-
and countries; conduct of workshops, conferences,
checklist as the primary instrument in order to gather
caravan, advocacy campaign, parents' orientation, and
the necessary data or information. The questionnaire
consultative meetings on SHS concerns; dissemination
has two parts. Part I deals with the profile of the
of information through various media; and better
teacher-respondents in terms of age, sex, educational
partnership with LGUs, SUCs, LUCs, HEls, TVs,
attainment and length of service. Part II focused on the
private schools, NGOs, industry partners, and alumni
transitional challenges in the senior high school
associations.
program with respect to student development, staff
development, curriculum development and physical
Methodology facilities development. Each aspect consists of 10
items.

The study applied the descriptive survey research Procedure

design. Zulueta (2010) defines the descriptive survey
research design as a process which deals with the A Gantt Chart of Activities served as guide for the
relationships between variables, the testing of the conduct of the study. immediately after the proposal
hypothesis and the development of generalizations, defense, the validation of the research instrument was

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Research Article

done. Permission to conduct the study was sought

from the Office of the Schools Division
Superintendent in Rizal for the conduct of the study.

The questionnaire-checklist was personally distributed

by the researcher to the respondents. Data gathered
were tallied, tabulated, analyzed and interpreted
Summary of findings, conclusions and
recommendations were formulated. Oral defense
followed and the revision of the manuscript was based
on the suggestions and comments of the oral
examination committee. Final editing and revision
followed then finally, hardbound copies of the
manuscript were submitted to the office of the
graduate studies program and other offices.

Result

Based on the analysis and interpretation of data, the

following findings are hereby summarized:

Profile of the Teacher-Respondents

The teacher-respondents are mostly females with ages

31 years old and above. Most of them are pursuing
graduate education with teaching experience of more
than 15 years. Figure 2. .

Table 2. Frequency and Percentage Distribution of the

Extent of Transitional Challenges in the Senior
Respondents in Terms of the Selected Variables
High School Program as Perceived by the Teacher-
Respondents

Transitional challenges in the senior high school

program with respect to student development is very
much implemented while with respect to staff
development, curriculum development and physical
facilities development, transitional challenges are
much implemented.

Table 3. Summary on the Extent of Transitional

Challenges in the Senior High School Program as
Perceived by the Teacher-Respondents

Figure 3. .

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Research Article
Legend: VMI-Very Much Implemented MI-Much
Implemented. Much Implemented. The other three
aspects are interpreted Much Implemented with last in
rank is Physical Facilities Development with an
overall weighted mean of 4.31.
The Significant Difference on the Extent of
Transitional Challenges in the Senior High School
Program as Perceived by the Teacher-Respondents
with Respect to the Different Aspects in Terms of
Their Profile
There is no significant difference on the perception of
the teacher-respondents on the extent of transitional
challenges in the senior high school program with
respect to student development, staff development,
curriculum development, and physical facilities
development in terms of age, sex, educational
attainment and length of service.
Table 4. Computed F-values on the Extent of
Transitional Challenges in the Senior High School
Program as Perceived by the Teacher-Respondents
with Respect to the Different Aspects in Terms of Their
Profile
Figure 4. .
Discussion
The study aimed to assess the extent of transitional
challenges in the senior high school program in
selected public secondary schools in Rizal during the
School Year 2017 - 2018. The respondents of the study
were all the teachers in the senior high school program
Juvy-May Pendon
in selected schools. They were described in terms of
age, sex, educational attainment and length of service.
Descriptive survey research design was applied
utilizing a researcher-made questionnaire-checklist as
a tool in gathering the needed data on the transitional
challenges in the senior high school program with
respect to student development, staff development,
curriculum development and physical facilities
development.
The study revealed that the teacher-respondents are
mostly females with ages 31 years old and above.
Most of them are pursuing graduate education with
teaching experience of more than 15 years.
Transitional challenges in the senior high school
program with respect to student development is very
much implemented while with respect to staff
development, curriculum development and physical
facilities development, transitional challenges are
much implemented. There is no significant difference
on the perception of the teacher-respondents on the
extent of transitional challenges in the senior high
school program with respect to student development,
staff development, curriculum development, and
physical facilities development in terms of age, sex,
educational attainment and length of service.
Conclusion
The study concluded that maturity, length of
experience of teachers and educational background are
contributory on their views regarding the transitional
challenges in the senior high school program.
Likewise, male and female teachers differ on their
perceptions.
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Achievement Among Middle and High School Students", Educators' Email: juvymay.pendon@deped.gov.ph
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Juvy-May Pendon:
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