Challenges in the Philippine Educational System and its Impact Towards Teachers' Instruction Strategies and Professional Growth

https://doi.org/10.56741/jpes.v3i01.414

Authors

  • Ederliza D. Frianeza Philippine Association for Teacher Education (PAFTE)
  • Haide D. Maravilla Philippine Association for Teacher Education (PAFTE)
  • Realyn D. Relox Western Philippines University
  • Sarah Jane Salvacion L. Dagaraga Western Philippines University
  • Cristel A. Dela Cruz Western Philippines University
  • Eleonor H. Solomon Western Philippines University
  • Nhelbourne K. Mohammad Western Philippines University https://orcid.org/0000-0003-3318-7791

Keywords:

Education challenges, Educational system, Instructional strategies, Professional development

Abstract

Challenges in the education system significantly impact the teachers' strategies and methods of instruction and their efforts for professional growth. The challenges bring difficulty in achieving the desired outcomes; however, these cases create an opportunity for the teachers to think of the best strategy to give quality education and a positive future for Filipino learners. The article revealed that various educational system problems affect the quality of instruction teachers provide for the learners, like low government budget for education and the effect of the recently implemented K-12 curriculum. On the other hand, the article reviews the importance of the government's support for continuous professional development (CPD) of teachers.

Downloads

Download data is not yet available.

Author Biographies

Ederliza D. Frianeza, Philippine Association for Teacher Education (PAFTE)

is a licensed professional teacher and member of the Philippine Association for Teacher Education (PAFTE). She is a holder of Computer Literacy NCII and is currently taking her Master's Degree in Educational Management at Western Philippines University. (email: frianeza.ederliza@gmail.com).  

Haide D. Maravilla, Philippine Association for Teacher Education (PAFTE)

is a member of the Philippine Association for Teacher Education (PAFTE), a licensed professional teacher with a Bachelor of Elementary Education, and is currently taking her master's degree in Educational Management at Western Philippines University. (email: heydmaravilla@gmail.com).

Realyn D. Relox, Western Philippines University

is a licensed professional teacher with a Bachelor of Elementary Education degree. Currently, she is taking her Master’s Degree in Educational Management at Western Philippines University. (email: reloxrealyn@gmail.com).

Sarah Jane Salvacion L. Dagaraga, Western Philippines University

is an Elementary Teacher at Salvacion Central Elementary School. At present, she is taking her Master's Degree in Educational Management at Western Philippines University. (email: dagaragasarahjane@gmail.com).

Cristel A. Dela Cruz, Western Philippines University

is a professional licensed teacher. At present, she is doing her Master's Degree in Educational Management at Western Philippines University. (email: cbadelacruz33@gmail.com).

Eleonor H. Solomon, Western Philippines University

is currently a TESDA trainer for the qualifications Food Processing NC II, Bread and Pastry Production NC II and Dressmaking NC II, a professional Teacher, and now taking her Master’s Degree in Educational Management at Western Philippines University. (email: eleonorsolomon25@gmail.com).

Nhelbourne K. Mohammad, Western Philippines University

is a lecturer at the Graduate School of Education at Western Philippines University. He also works as a visiting professor at Universities in Indonesia, Thailand, and the Philippines. He is a full-time professor at Palawan State University, Philippines. He completed two doctoral degrees, a Doctor of Islamic Education at Muhammadiyah University Malang in Indonesia, and a Ph.D. in Comparative Education at Shaanxi Normal University in China and an ongoing PhD in Social Science at Universiti Muhammadiyah Malaysia. He published several papers, including WOS and Scopus indexes (email: nhelbournekm29@gmail.com).

References

Vilches, M. L. C. (2017). Involving teachers in the change process: One English language teacher's account of implementing curricular change in Philippine basic education in international perspectives on teachers living with curriculum change. Editors M. Wedell, and L. Grassick (London, UK: Palgrave Macmillan), 15–37. doi:10.1057/978-1-137-54309-7_2

Toquero, C. M. D. (2020b). Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 15(1), 185-188.

Haw, J. Y., King, R. B., & Trinidad, J. E. R. (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research, 110, 101864. https://doi.org/10.1016/j.ijer.2021.101864

Dicdiquin, J., Mobo, F. & Cutillas, A. (2023). Evaluating the effectiveness of professional development programs for junior high school mathematics teachers in improving Mathematics instruction in the K to 12 curriculum in the Philippines. International Journal Of Multidisciplinary: Applied Business and Education Research, 4(4), 1143 – 1153. http://dx.doi.org/10.11594/ijmaber.04.04.12

Braza, M. T., and Supapo, S. S. (2014). Practical solutions in the Implementation of the K to 12 mathematics curriculum. SAINSAB, 17, 12–23.

Dizon, R. L. L., Calbi, J. S., Cuyos, J. S., and Miranda, M. (2019). Perspectives on implementing the K to 12 program in the Philippines: a research review. Int. J. Innovation Res. Educ. Sci., 6(6), 757–765.

Al Shabibi, A. S. & Silvennoinen H. (2018). Challenges in the education system affecting teacher Professional development in Oman. Athens Journal of Education, 5(3), 261-282. https://doi.org/10.30958/aje.5-3-3

Republic Act 10912. (2016). An act mandating and strengthening the continuing professional development program for all regulated professions, creating the continuing professional development council, and appropriating funds for other related purposes. Retrieved August 24, 2023 from https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/70325

Widayati, A., MacCallum, J., and Woods-McConney, A. (2021). Teachers’ perceptions of continuing professional development: a study of vocational high school teachers in Indonesia. Teacher Development, 25(5), 604–621, doi: 10.1080/13664530.2021.1933159

Corrales, N. (2020). K-12 is blamed for low math and science ranks. Philippine daily inquirer. Retrieved June 15, 2021. Available at: https://newsinfo.inquirer.net/1371337/k-12-blamed-for-low-math-science-ranks#ixzz7GqPPYcSQ.

Tibay, R. (2018). Lawmakers have started to worry about the impact of K-12 programs on the PH education System. Manila Bull. Retrieved June 15, 2021. Available at: https://mb.com.ph/2018/05/26/lawmakers-start-to-worry-about-impact-of-k-to-12-program-on-ph-education-system/

Juntereal, C. J. (2019). Public and private schools call for a thorough review of K to 12. Manila Bull. Retrieved June 15, 2021. Available at: https://mb.com.ph/2019/10/23/public-private-schools-call-for-thorough-review-of-k-to-12/.

Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., and Fan, Y. (2012). The effect of an instructional intervention on middle school English learners' science and English reading achievement. J. Res. Sci. Teach, 49, 987–1011. doi:10.1002/tea.21031

Goddard, Y., Miller, R., Larsen, R., Goddard, G., Jacob, R., Madsen, J., & Schroeder, P. (2010). Connecting principal leadership, teacher collaboration, and student achievement. Paper presented at the American Educational Research Association Annual Meeting in Denver, CO.

Head, G. (2003). Effective collaboration: Deep collaboration is an essential element of the learning process. The J. Educ. Inquiry, 4(2), 47-62.

Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. Am. J. Edu., 104, 103–147. doi:10.1086/444122

Halinen, I. (2015). What is going on in Finland? – Curriculum reform 2016 [Blog post]. Retrieved from the Finnish National Agency of Education. Blog: https://www.oph.fi/english/current_issues/101/0/what_is_going_on_in_finland_curriculum_reform_2016

Khoboli, B., & O'Toole, J. M. (2012). The concerns-based adoption model: teachers' Participation in action research. Syst. Pract. Action. Res., 25, 137–148. doi:10.1007/s11213-011-9214-8

Mora-Ruano, J. G., Heine, J.-H., and Gebhardt, M. (2019). Does teacher collaboration Improve student achievement? Analysis of the German PISA 2012 sample. Front. Educ. 4 (85). doi:10.3389/feduc.2019.00085

Bala, C., (2017). Problems Encountered in K to 12 Program. Retrieved from http://www.depedne.net/?page=news&action=details&opt=popup&REFECODE=ARPRO20170700024

Published

2024-02-07

How to Cite

Frianeza, E. D., Maravilla, H. D., Relox, R. D., Dagaraga, S. J. S. L., Cruz, C. A. D., Solomon, E. H., & Mohammad, N. K. (2024). Challenges in the Philippine Educational System and its Impact Towards Teachers’ Instruction Strategies and Professional Growth. Journal of Pedagogy and Education Science, 3(01), 63–71. https://doi.org/10.56741/jpes.v3i01.414

Plaudit