Supporting Teachers in

Implementing CSE:
Insights from a Baseline Assessment of Capacities in
Teaching CSE of Philippine Public School Teachers from
Regions 1, 7, and 11
There is a lot expected from teachers in the
CSE implementation.

curriculum support system

mastery of content
learner-centered approach
 752
survey participants from Regions 1, 7, and 11

383 of them participated in the NToT

 Beliefs
Distal variables Behavioral
Attitude
• Demographic variables beliefs Skills
• Culture
• Attitudes toward targets
• Personality, moods, and emotions
• Other individual differences Perceived Behavior
Normative
variables, e.g. awareness, beliefs Social Intention Teaching
knowledge, perceived Norms CSE
risk
• Exposure to media and
Self- Environmental
other interventions Efficacy
beliefs efficacy constraints

Integrative Model of Planned Behavior (p. 167, Fishbein & Yzer, 2003)
*Primary variables
*Secondary variables
 Before anything else, increase awareness

65% said they are aware that CSE is one of

DepEd’s priority age

BUT less than half said they have access to

the official DepEd policy and other CSE-related
resources.
 Before anything else, increase awareness

Clarify the scope and limitations of implementing

the CSE curriculum.
features of the CSE vs common misconceptions

scientific
age- and developmentally appropriate
culturally and gender responsive
human rights-based
comprehensive
 Before anything else, increase awareness

Identify where and how to access the different

resources.
such as funding, learner’s materials, teacher’s resources, co-curricular
programs, and monitoring

Consider that more teachers became aware of

CSE through the mass media.
vs. primary/official sources such as the Responsible Parenthood and
Reproductive Health Act of 2012, DepEd’s Memo, and PRRD’s EO 12
 Increase self-efficacy in teaching CSE

Only 15% said they have implemented or are

currently implementing CSE integration
Around 66% said they have the intention (currently planning/have been
meaning to do it)

Note: In 2018, a study was conducted by CHSI about the readiness of schools in implementing CSE in Philippine public
schools. The teachers generally reported that they had the skills to teach CSE topics and that they are likely to comply,
especially with the presence of official orders and implementing guidelines from the DepEd. However, many teachers would
need to work on some skills as well as their comfort and confidence.
 Increase self-efficacy in teaching CSE

The teachers generally have an average level of

self-efficacy in teaching CSE.

mean rating=6.99
out of a scale of 0 to 10

standard deviation=1.88
 Increase self-efficacy in teaching CSE

Around 59% said they can get their students to

participate

BUT almost 49% are undecided whether their

school is ready to implement or not.

Also, around 49% disagreed to the statement

that they have adequate training to implement
CSE effectively.
 Actual and imaginal experiences
Allow teachers to picture themselves and have more experience in
teaching CSE.

Ensure that CSE is being implemented through an

instituted monitoring and evaluation system.

Teachers can also create their own simple and

easy-to-implement solutions for monitoring their
progress.
 Actual and imaginal experiences

Teachers feel more efficacious in terms of content than

the learner-centered approach.
Self-efficacy in teaching different CSE topics > in performing CSE-related skills > in
teaching CSE given different conditions

Teachers have different technological needs,

professional backgrounds, life experiences.

Those teaching in the lower levels also tend to feel less

efficacious.
Age-appropriateness as a concern
 Similar others’ experiences
Allow teachers to share and exchange their ideas, best practices, and
failures with relatable others.

Around 51% are undecided on whether other schools

in their division are already implementing CSE.

Around 48% said that their colleagues will not resist

the CSE implementation

BUT around 37% are undecided about this.

 Similar others’ experiences

Only around 11% have talked to or are currently talking

to colleagues about how to effectively implement CSE in
my school or classroom.
Most of them intend to (~65%).

Around 67% have the intention to collaborate with

colleagues in integrate CSE in different learning areas.
Only a few have acted on it (~9%).
 Similar others’ experiences

Teachers may feel efficacious in collaborating with

other teachers on CSE projects (mean rating= 7.20) but less
efficacious in integrating content standards in their
learning area with other learning areas (mean rating= 6.74).

Only around 42% said they had access to CSE-related

peer education opportunities and around 34% to CSE-
related mentoring and supervision.
 Similar others’ experiences
Allow teachers to share and exchange their ideas, best practices, and
failures with relatable others.

Provide opportunities and incentives for peer education

opportunities and mentoring/supervision.
CSE-specific learning action cells

Address the uncertainties they have about how others

are doing and encourage all schools to implement CSE.
CSE conference or congress
 Social encouragement
Allow teachers to have external support.

The teachers generally have positive beliefs and attitudes,

but they are uncertain about what others are doing.
Almost 95% said they would support CSE, but they have apprehensions related to their perceived norms
(e.g. around 42% are undecided about how parents would think about them talking to the students about
sex).

External support is important to the teachers.

Getting positive responses from students; Getting support from the parents, school administration,
colleagues, and society
 Social encouragement
Allow teachers to have external support.
Help teachers institute a referral system for your students.
Only 12% said they have acted on having a referral system and around 65% said they have the
intention to do so.
Teachers have average self-efficacy in being able to refer students with CSE-related concerns to
the school nurse or health worker (mean rating=6.89).

Hold community-based interventions and events to orient

community members.
Teachers would also need social and material support.
Teachers have average self-efficacy in being able to orient parents/guardians about CSE (mean
rating=6.89) and being able to facilitate school-community partnerships for CSE-related projects
(mean rating=6.64).
 Social encouragement
Allow teachers to have external support.

Make the work delightful.

Example: Have an incentive/recognition system in place for good
performance. Only around 6% said they have acted on this while around
65% have the intention.

Cater to different kinds of teachers with different

contexts.
Have a midline and/or endline assessment.

The actual experience of teaching CSE may improve the scores in the
different variables.

This could help examine the possible effects of the NToT and other
interventions.

The data can be used to inform decisions about the in-service training
(midline) and/or adjustments for the succeeding school year (endline).
 Thank you!
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