--

14(2)2024

Senior high school program implementation in Cebu, Philippines: The teachers’ perspectives


Author - Affiliation:
Rex T. Argate - University of Cebu, Cebu City, Cebu
Judy Ann O. Ferrater-Gimena - University of Cebu, Cebu City, Cebu
Renato S. Sagayno - University of Cebu, Cebu City, Cebu
Moma D. Ortega - University of Cebu, Cebu City, Cebu
Rithsun J. Mamacos - University of Cebu, Cebu City, Cebu
Aurora C. Miro - University of Cebu, Cebu City, Cebu
Chuchi S. Montenegro - Silliman University, Dumaguete City, Negros Oriental
Fe R. Janiola - Holy Name University, Tagbilaran City, Bohol
Gino G. Sumalinog - Cebu Normal University, Cebu City, Cebu
Corresponding author: Gino G. Sumalinog - sumalinogg@cnu.edu.ph
Submitted: 21-08-2023
Accepted: 01-10-2023
Published: 15-03-2024

Abstract
Senior High School education is one of the salient features of the K to 12 curricula. This study explored the lived experience of the 15 Senior High School (SHS) teachers as direct implementers of the program in the Province of Cebu, Philippines. These teachers have been in service in the Department of Education since the SHS program started. This study was qualitative in nature, and it used the phenomenological research design. It utilized the Interpretative Phenomenological Analysis (IPA) steps for its data analysis method. A semi-structured interview guide was also employed to capture the phenomenon’s essence. After an extensive and careful analysis of the transcribed responses from the interviewees, three themes related to the lived experience of the teachers emerged: 1) noteworthy steps, 2) temporary drawbacks, and 3) teachers’ suggestions for future directions. The findings of the study revealed that the informants had been provided with enough training, evaluation and monitoring, and free Internet connectivity. However, they also experienced the nonuniformity of access to learning materials, difficulty in teaching new courses, and complexity brought about by the mismatched students’ behaviors. For future direction, other researchers may delve into the lived experience of the SHS students.

Keywords
K-12 curriculum; lived experience; phenomenology; senior high school

Full Text:
PDF

Cite this paper as:

Argate, R. T., Ferrater-Gimena, J. A. O., Sagayno, R. S., Ortega, M. D., Mamacos, R. J., Miro, A. C., ... Sumalinog, G. G. (2024). Senior high school program implementation in Cebu, Philippines: The teachers’ perspectives. Ho Chi Minh City Open University Journal of Science – Social Sciences, 14(2), 3-17. doi:10.46223/HCMCOUJS.soci.en.14.2.2924.2024


References

Abulencia, A. (2019). Lived experience of principals in the implementation of K-to-12 programs in the Philippines. International Journal for Educational Studies, 12(1), 1-24. doi:10.2121/edu-ijes.v12i1.1243.g1075


Acosta, I., & Acosta, A. (2016). Teachers’ perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2447-2462. doi:10.13189/ujer.2016.041024


Arbolencia, A. (2015). The unraveling of the K-12 program as education reform in the Philippines. South-East Asian Journal for Youth, Sports & Health, 1(2), 229-240.


Asio, J. M. R., Francisco, C. D. C., & Rodriguez, R. C. (2020). Administrative and instructional issues in the implementation of voucher program among selected private senior high schools. International Journal of Humanities and Social Sciences, 6(5), 202-210. doi:10.20469/ijhss.6.20004-5


Atienza, C. (2020). DepEd to continue implementing k to 12 amid multifaceted challenges. Retrieved October 10, 2022, from https://bit.ly/3FPFsCV.


Bagtas, E., Sicat, A., Calaguas, J., Yalung, O., & Calbang, R. (2016). Crossing the bridge while it is being built: UA’s experience on the K to 12 transitions from the perspective of the administrators. Ad Meliora, 1(2), 49-60.


Balayo, A. A., Castaňeda, J.V., Deriada, N. B., Esporas, L. C., Fajardo, R.P., Sumaydeng, M. A., & Labaria, J. J. (2022). Assessment of senior high teachers, parents, and students on the implementation of K to 12 Program in Panacan National High School. Psych Education, 4(2), 2-8. doi:10.5281/zenodo.6894445


Balinario, J. (2021). Awareness, attitude, implementation and academic performance in the science curriculum: A correlational study. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 337-348. doi:10.11594/ijmaber.02.04.07


Baron, G., & Tiangco, M. (2019). DepEd to continue K to 12 implementations while it awaits the completion of the review. Retrieved October 10, 2022, from https://bit.ly/3qHwTDV


Bongco, R., & David, A. (2020). Filipino teachers’ experiences as curriculum policy implementers in the evolving K to 12 landscapes. Issues in Educational Research, 30(1), 19-34.


Cabili, M., Capilitan, D., & Sequete, F. (2015). A review on the issues in the implementation of the K-12 science curriculum: A baseline study. Research Gate, 12(2), 1-7. doi:10.1340/RG.2.2.10755.30249


Chaudhary, G. K. (2015). Factors affecting curriculum implementation for students. International Journal of Applied Research, 1(12), 984-986.


Combalicer, L. F. (2016). Best practices and problems in the initial implementation of the K to 12 curricula among teachers in Infanta, Quezon: Implications to effective implementation of senior high school. Journal of Education and Social Sciences, 4(1), 1-17.


Cubillas, T. (2018). Development and validation of strategic intervention materials in teaching elementary English 4-content validation. International Journal of Development Research, 8(6), 21252-21259.


Department of Education. (2017a). Basic education leaders share triumphs amid challenges in K to 12 implementations.


Dizon, R., Calbi, J., Cuyos, J., & Mirnada, M. (2019). Perspective on the implementation of the K to 12 programs in the Philippines. International Journal of Innovation and Research in Educational Sciences, 6(6), 757-765.


Gamboa, J. N., Danganan, C. G., Gamboa, A. G., Koh, A. L., & Villanueva, L. F. S. (2020). Implementation of the senior high school program in public schools in Pampanga, Philippines. Religación. Revista de Ciencias Sociales y Humanidades, 5(25), 274-283. doi:10.46652/rgn.v5i25.644


Jaca, C., Flores, N., Jaluague, J., Mendoza, E., Ragaas, M., & Villasante, A. (2018). The K+12 curriculum implementation: Contemporary issues in Philippine education. International Journal of Creative Research and Studies, 2(11), 1-16.


Legaspi, A. (2014). Lack of materials and facilities still hound K to 12 implementations. Retrieved October 10, 2022, from https://bit.ly/3HqftT4


Migallos, K., Cabahug, R., & Hipol, A. (2020). Preparedness of [K-12] teachers for the implementation of the senior high curriculum in a selected Philippine private school. Journal of Physics, 13(3), 1-8. doi:10.1088/1742-6596/1470/1/012017


Moneva, J., & Gatan, B. (2020). Emotional intelligence and self-discipline in senior high school. International Journal of Research Granthaalayah, 8(1), 69-77. doi:10.29121/granthaalayah.v8.i1.2020.249


Ogah, M. (2023). Implementation of senior high school history curriculum: A focus on teaching methodology and resources. Cogent Education, 10(1), 1-18. doi:10.1080/2331186X.2022.2164021


Oxford Business Group. (2021). The Philippine government works to implement its K-12 programme while raising educational standards. Retrieved October 10, 2022, from https://bit.ly/3qIxsO3


Public Policy. (2017). Internet access and education: Key considerations for policymakers. Retrieved October 10, 2022, from Internet Society website: https://bit.ly/31jSCsY


Puricallan, J. (2020). Senior high school program: Implementation and problems. Journal of World Englishes and Educational Practices, 2(2), 64-73.


Quijano, G. (2023). Assessing the K-12  program implementation in the Philippines as an input to school-based policy plan. Journal for Educators, Teachers and Trainers, 14(1), 248-266. doi:10.47750/jett.2023.14.01.022


Rivera, J. (2017). Articulating the foundations of Philippine k to 12 Curriculum: Learner-centeredness. AsTEN Journal of Teacher Education, 2(1), 59-70.


Rogayan, D., & Villanueva, E. (2019). Implementation status of K12 social studies program in the Philippine public schools. PEOPLE: International Journal of Social Sciences, 5(3), 233-250. doi:10.20319/pijss.2019.53.233250


Sarvi, J., Munger, F., & Pillay, H. (2015). Transitions to K to 12 education systems: Experiences from five case countries. Asian Development Bank, 6(2), 1-62.


Smith, A., & Osborn, M. (2007). Interpretative phenomenological analysis. Retrieved October 10, 2022, from https://bit.ly/32VrIs2


Sumalinog, G. (2019). Mother tongue implementation in the Philippines: What do parents say? International Journal of Science and Research (IJSR), 8(6), 991-915.


Sumalinog, G. (2021). English language teachers in diaspora: A Heideggerian phenomenology. International Journal of Learning, Teaching and Educational Research, 19(11), 283-295.


Trance, N., & Trance, L. (2019). Embracing the K-12 Curriculum: Accounts of Philippine teachers and students. Journal of Physics, 5(2), 1-6.


Villena, D. K., & Dizon, E. (2015). Curriculum development. Quezon City, Philippines: Adriana Publishing Corporation Incorporated.


Vizconde, C. (2015). Issues, concerns, and prospects: Teacher training institutions’ views on K-12. Luz y Saber, 1(2), 1-16.



DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.14.2.2924.2024
Creative Commons License
© The Author(s) 2024. This is an open access publication under CC BY NC licence.