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Curriculum Objectives

Curriculum Objectives

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Published by: sheyjharel on Aug 05, 2010
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ASSESSMENT ON THE IMPLEMENTATION OF THE RESTRUCTURED BASICEDUCATION CURRICULUM
ASSESSMENT ON THE IMPLEMENTATION OF THE RESTRUCTURED BASIC EDUCATION CURRICULUM ANDTHE PERFORMANCE OF THE PUBLIC SECONDARY SCHOOL TEACHERS IN THE PROVINCE OF COTABATORonielyn Flores-Pinsoy, Ed.D.& Consuelo A. Tagaro, Ed.D.The general objective of this study was to determine the Implementation of the Restructured Basic Education Curriculum(RBEC) and the level of performance of the public secondary school teachers in the Department of Education in theProvince of Cotabato. This study was conducted in Kidapawan City National High School, Tulunan National High School,Mt. Apo Sayaban High School and Magpet National High School all in the Division of Cotabato and City Division ofKidapawan City, Cotabato Province.Out of 125 respondents, majority (60%) of the teachers were outstanding while (40%) had very satisfactory level ofperformance. The socio-demographic characteristics of the teachers, specifically ducational attainment and monthlysalary, did not significantly affect the levels of performance in terms of their instructional competence, professional andpersonal characteristics and punctuality and attendance.However, the components of the RBEC indicate that the combined contribution of the level of implementation on thepreparation for the team and theme teaching, appropriate time allocation for every training area, and integration ofcompetencies and values across the learning areas and the integration of different component subjects in Makabayansignificantly influenced the teachers’ level of performance in terms of their instructional competence. Taken singly,the integration of different component subjects in Makabayan is considered as best predictors of teachers’performance.The multiple regression analysis supports that the combined contribution of the level of implementation on thepreparation for the team and theme teaching, appropriate time allocation for every training area, and integration ofcompetencies and values across the learning areas and the integration of different component subjects in Makabayandid not significantly influence the level of performance of the public high school teachers in terms of the professional andpersonal characteristics (with F-value=0.281,p=0.890).The relationship of the level of implementation of the RBEC components and the performance of teachers in terms ofpunctuality and attendance did not have a significant influence on the level of performance of the public high schoolteachers.On the other hand, the relationship between the level of implementation of the RBEC components and the overall levelsof performance of the teachers reveals that the combined contribution of the levels of implementation of the preparationfor the team and theme teaching, appropriate time allocation for every training area, integration of competencies andvalues across the learning areas and the integration of different component subjects in Makabayan significantlyinfluenced the overall performance of the teachers (Fvalue= 3.331, p=0.013).The relationship between the level of implementation of other components of the RBEC and the level of performance interms of instructional competence of teachers indicate that the combined contribution of the in-service training, seminar,workshop for teachers, adequate instructional materials, appropriate methods and strategies; instructional support fromschool administration and other DepEd officials significantly influenced the teachers level of performance (F-value=3.114,p=0.018) at 0.05 level ofsignificance.Furthermore, the relationship between the implementation of other components of RBEC and the level of performance interms of professional and personal characteristics of teachers is the best predictor of the level of performance (t-Value=2.281, p=0.024) at 5% level of significance.The level of implementation of the other components of RBEC and the levels of performance in terms of punctuality andattendance of teachers reveal that taken singly, there exists a significant relationship between instructional support fromschool administration and other DepEd officials and the level ofperformance.Finally, the relationship between the level of implementation of the other components of RBEC and the overall levels ofperformance of public high school teachers and the combined contribution of the other components in terms of thefollowing; inservice training, seminar-workshop for teachers, adequate Instructional materials, appropriate methods andstrategies; and instructional support from school administration and other DepEd officials significantly influenced theoverall levels of performance of public high school teachers of Cotabato Province.
Graduate School - University of Southern Mindanaohttp://www.usm.edu.ph/gradschoolPowered by Joomla!Generated: 30 July, 2010, 08:40

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