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Readiness of Teachers, Effectiveness of the K-12 Program, & Acceptance of the Law: A Policy Evaluation of Republic Act No. 10533
An Undergraduate Thesis Presented to
Professor Doroteo C. Abaya, Jr. And the Faculty of the Department of Social Sciences
College of Arts and Sciences University of the Philippines, Manila
In Partial Fulfillment Of the Requirements for the Degree of
Bachelor of Arts Major in Political Science
By:
Paulo T. Serrano
May 2019
ii
APPROVAL SHEET
This undergraduate thesis entitled “Readiness of Teachers, Effectiveness of the K-
12 Program & Acceptance of the Law: A Policy Evaluation of Republic Act No. 10533”
written by Paulo T. Serrano in partial fulfillment of the requirements of the degree in B.A.
Political Science is hereby presented for approval.
Professor Doroteo C. Abaya, Jr. Professor Jerome A. Ong
Thesis Adviser Department Chair
Department of Social Sciences
iii
ABSTRACT
The pioneer students of the K-12 program implemented by law in 2013 have now seen
its graduates enter college or work for their first year this academic year 2018- 2019. Nearly
five years after the implementation of the K-12 Program in Philippine education through
Republic Act No. 10533, the following questions arise: What were the impressions towards
the K-12 Program? Has it changed after the said number of years? Is the program more
accepted today than it was before?
To deal with these questions, the researcher first took a look at how the
implementation of the K-12 Program affected the education sector, specifically the schools
and its personnel. For this study, the researcher was specifically concerned about how the
program changed the school administrators and teachers. Were they taught and trained just
as the law stated? What changed in their practice? How did the new program affect their
workload?
The researcher also asked about their impressions regarding the K-12 Program both
from the past and present to see if their perceptions on the program had changed. They were
asked about the law and the program’s effectivity and if they are now ready for the new
system. The insights on their acceptance before and after also played a significant role in this
study.
For this study, the researcher conducted interviews and gave out survey forms to
teachers and school administrators, specifically those in schools found within the second
district of Quezon City which is one of the most populated areas in Metro Manila and also an
area with some of the most populated schools in the region. The survey and interview were
filled with questions regarding the K-12 program and the respondents’ opinions on its
effectivity and readiness.
The gathered information showed that the teachers find the law to be effective in
meeting its goals and that they deem themselves ready for the K-12 Program. In terms of
iv
acceptance, the respondents show that they are willing to accept and that the changes if
further support and resources are to be provided to them. Acceptance is currently an issue as
the respondents showed that despite their readiness to accept the new program, the lack of
resources and tendency to be overworked remain to be an obstacle for them to completely
accepting the changes.
v
ACKNOWLEDGEMENTS
The researcher would like to extend his gratitude to his family, friends, teachers and
professors, to those who helped in the making of this study, and most importantly to God.
I wouldn’t have finished this without all of you.
vi
TABLE OF CONTENTS
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
LIST OF APPENDICES xi
CHAPTER 1: Introduction
Brief Introduction 1
Research Question(s) 3
Hypothesis 3
Significance of the Study 4
Study in the National Context or Perspective 4
Scope and Limitations 5
General Objectives 7
Specific Objectives 7
Theoretical Framework 7
Conceptual Framework 10
Definition of Terms 11
Data Matrix Set 13
Methodology 14
Ethical Considerations 16
CHAPTER 2: Review of Related Literature
The Philippine Education System 18
The Department of Education 19
vii
The K-12 Program 20
Status of Teachers and the Effect of the K-12 Program on
Teachers 22
Republic Act No. 10533 23
Situationer of the Venue 24
Batasan Hills National High School 26
Commonwealth High School 26
Judge Feliciano Belmonte Sr. High School 26
CHAPTER 3: Research Findings
Quantitative Data Presentation 28
Findings for the Quantitative Data 36
Qualitative Data Presentation 39
CHAPTER 4: Analysis and Conclusion
Analysis 50
Conclusion 56
CHAPTER 5: Recommendations 59
BIBLIOGRAPHY 61
APPENDICES
Appendix A: Interview Letter with Dr. Proceso T. Lera 64
Appendix B: Interview Letter with Dr. Diego M. Amid 65
Appendix C: Interview Letter with Ma’am Prescilla Gonzaga 66
Appendix D: Sample Informed Consent Form (Interview) 67
Appendix E: Sample Informed Consent Form (Survey) 69
Appendix F: Letter for DepEd Quezon City Division 71
Appendix G: Questionnaire (For the Interview) 72
Appendix H: Endorsement Letter for DepEd District Office 73
viii
Appendix I: Letter for Alliance of Concerned Teachers- Philippines 74
Appendix J: Sample Survey Form 75
Appendix K: Transcript of Interview with Sir Raymond Basilio 77
Appendix L: Interview Notes from Dr. Proceso T.Lera 83
Appendix M: Transcript of Interview with Mr. Jay Mhar Gaffud 87
Appendix N: Transcript of Interview with Ma’am Arlene Orillaneda 93
ix
LIST OF TABLES
Table 1.1: Data Matrix Set 13
Table 3.1: Qualitative Data Presentation 39
Table 4.1: Total Filled Secondary Level Teachers in
QC 51
Table 4.2: Total Unfilled Secondary Level Teachers in
QC 51
Table 4.3: Total Filled Secondary Level Teachers in
QC 2nd District 51
Table 4.4: Total Unfilled Secondary Level Teachers in
QC 2nd District 51
Table 4.5: Total Filled Secondary Level Teachers in
the Selected Schools 52
Table 4.6: Total Unfilled Secondary Level Teachers in
the Selected Schools 52
Table 4.7: Total Filled Senior High School Teachers
in QC 52
Table 4.8: Total Unfilled Senior High School
Teachers in QC 52
Table 4.9: National Achievement Test Results for QC 53
Table 4.10: QC 2nd District National Achievement
Test for Grade 10 (2016- 2017) 55
x
LIST OF FIGURES
Figure 1.1: Theoretical Framework 7
Figure 1.2: Conceptual Framework 10
Figure 3.1: Provision of Trainings and Seminars 28
Figure 3.2: Usefulness of Trainings and Seminars 29
Figure 3.3: Provision of Additional Benefits or Support 29
Figure 3.4 Presence of Changes in Teaching Style 30
Figure 3.5: Level of Difficulty in Teaching 30
Figure 3.6: Change for the Easier 31
Figure 3.7: Change in Level of Workload 31
Figure 3.8: Change for the Lighter 32
Figure 3.9: Increase in Students 32
Figure 3.10: Difficulty for Students 33
Figure 3.11: Improvement in Student Performance 33
Figure 3.12: Past View on the Program 34
Figure 3.13: Awareness of Goals 34
Figure 3.14: Effectivity of the K-12 Program 35
Figure 3.15: Readiness for the K-12 Program 35
xi
LIST OF APPENDICES
Appendix A: Interview Letter with Dr. Proceso T. Lera 64
Appendix B: Interview Letter with Dr. Diego M. Amid 65
Appendix C: Interview Letter with Ma’am Prescilla Gonzaga 66
Appendix D: Sample Informed Consent Form (Interview) 67
Appendix E: Sample Informed Consent Form (Survey) 69
Appendix F: Letter for DepEd Quezon City Division 71
Appendix G: Questionnaire (For the Interview) 72
Appendix H: Endorsement Letter for DepEd District Office 73
Appendix I: Letter for Alliance of Concerned Teachers- Philippines 74
Appendix J: Sample Survey Form 75
Appendix K: Transcript of Interview with Sir Raymond Basilio 77
Appendix L: Interview Notes from Dr. Proceso T.Lera 83
Appendix M: Transcript of Interview with Mr. Jay Mhar Gaffud 87
Appendix N: Transcript of Interview with Ma’am Arlene Orillaneda 93
1
CHAPTER 1
Introduction
This chapter includes an introduction of the study, the research questions, hypothesis,
significance of the study, scope and limitations, objectives, analytical framework, definition of
terms, and the methodology for the entire study.
Brief Introduction
In 2013, the implementation of the K-12 program was passed into a law which we now
recognize as the Republic Act No. 10533 or the “Enhanced Basic Education Act of 2013”. The
law made it necessary for students to go through Grades 11 and 12 in order for them to
graduate from high school. The school year 2017-2018 saw the graduation of the first batch
of the students affected by the mandatory implementation of the K-12 program.
The research aimed to discuss the perspectives of high school teachers and school
administrators regarding the K-12 Program since they are some of the primary stakeholders
in the education sector. The study also assessed the perspectives of the stated population
since the additional two years added by the law takes place at the secondary level, specifically
with the addition of the senior high level.
The focus of the study was also only limited to selected secondary level public school
teachers within the 2nd District of Quezon City. The researcher also aimed to approach the
school principals and/or administrators for the fact that they are most likely aware of the
changes and events that have happened within the school. It was beneficial for the study to
take into account the administrator’s perspective as the key personnel of an educational
institution.
Quezon City was the researcher’s selected area for the study due to the fact that
Quezon City is known to have the largest number of public schools in the National Capital
2
Region.1 Additionally, from a news article in 2015, four of the 15 most populated secondary
level public schools in Metro Manila are found in Quezon City.2 Three of those four schools
are also all found within the 2nd Congressional District of Quezon City, namely; Batasan Hills
National High School, Commonwealth High School, and Justice Cecilia Munoz-Palma High
School.3
The study focused on the second district due to its population of students and
teachers, specifically within Quezon City. Given the data gathered from the Department of
Education’s Quezon City District Office, the second congressional district houses only five
schools that offer the senior high school level which is tied with the third district in being second
to the least in the entire Quezon City area. Despite having the least number of schools in the
city, the second district has the largest teacher population in. The second district also has the
largest senior high school population as of 2018.
Additionally, the second district also has the largest number of urban poor residents in
the city, therefore, making it the recipient of the largest share of the education program allotted
by the city government for the school year 2017- 2018.4 These are the reasons as to why the
2nd District of Quezon City was selected by the researcher.
The study used both qualitative and quantitative approaches. The descriptive
quantitative approach used was done by handing out surveys to the selected population,
whom of which are high school teachers. The researcher also made use of qualitative
methods such as gathering information from secondary level public school administrators by
conducting interviews and analyzing their responses.
1 Chavez, C. (2017). QC fast-tracking the construction of 20 new school buildings. Manila Bulletin. Retrieved from https://news.mb.com.ph/2017/05/13/qc-fast-tracking-the-construction-of-20-new-school-buildings/ 2 ABS-CBN News. (2015). List: Top 15 public schools with biggest population. ABS-CBN News. Retrieved from https://news.abs-cbn.com/nation/metro-manila/06/01/15/list-top-15-public-schools-biggest-population 3 Department of Education Schools Division Office Quezon City. (n.d.). Secondary Schools Website Links. Retrieved from http://www.depedqc.ph/schoolweb/secondaryschool.php 4 Chavez, C. (2017). QC fast-tracking the construction of 20 new school buildings. Manila Bulletin. Retrieved from https://news.mb.com.ph/2017/05/13/qc-fast-tracking-the-construction-of-20-new-school-buildings/
3
Research Question(s)
1. What are the implications of the K-12 Program/ Enhanced Basic Education Act of 2013
on secondary level public schools and teachers?
2. Is the program effective in terms of the level of preparedness and acceptance of the
teachers and administrators?
Hypothesis
A basic search of the provisions of the law would show that section 7 of the Republic
Act No. 10533 states that teacher education and training programs would be conducted in
order to “upgrade” their skills in teaching.5 With this alone being said, it would be assumed
that the teachers and personnel attended several programs and events in response to the
changes and needs of the new system of education. With the changes in the curriculum,
workload and practices most probably would have also changed. Additionally to some extent,
the changes would even have made teachers take on additional tasks. Respectively, the
administrators would have also faced additional tasks to supervise for the changes in
preparation for the new program.
Several years have passed since the implementation of the law and the K-12 program.
It would then be an assumption that the ample amount of time has prepared and shaped the
education sector to be fit for the new program thus making the teachers, personnel, and
administrators ready for the K-12 program compared to the time of implementation which
makes the program seem more effective today. Additionally, through the changes that have
happened within schools, the selected population would show acceptance of the new
program.
5 Escudero, S. III. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
4
Significance of the Study
Analyzing the success of Philippine education can be a window into seeing the
success of the Philippines in the future. With educational attainment being one of the primary
basis of a person’s success, it is important to take a look at the sector of education in the
Philippines, and the system of education that we have now. By studying the K-12 Program,
its implementation, and effects on the people, we can take a look at the path that Philippine
education is currently taking. By also studying some of the primary stakeholders of the sector,
we can observe and study their opinions on as to if the new system of education is effective
and if society, including themselves, would benefit from this shift and if they are ready for
completely accepting the new program.
If the result of this research shows that the teachers are comfortable and ready for the
new program, it would mean that on their side of the sector, the law implementing K-12 is a
success and that the program is effective at meeting its goals and purpose. A negative result
or rejection by the teachers of the new program, on the other hand, would mean that there is
still a need for improvement in the new program, law, sector or their own part.
In the case that a rejection of the K-12 Program becomes evident, the study would aim
to look at what the implementation of the law has done and what is needed to be added and/or
made in order for the teachers to accept the new system of education. Additionally, the study
would aim to take a look at the opinions of the teachers and administrators to try and make
recommendations regarding the policy and the program.
Study in the National Context or Perspective
In the sector of education, for the school year 2016- 2017, the Philippines had a
number of 7,519,035 enrolled students at the secondary level. 6,177,876 of whom are enrolled
in public schools. There was also a total of 14,217 secondary schools in the same school year
5
with 8, 282 of those schools being public secondary schools. 237,083 public school teachers
were also registered in the same school year for the secondary level.6
Republic Act No. 10533 has pushed for the implementation of the K-12 Program for
the entire country. This would mean that the entire education sector, nationwide, would be
affected and would also face changes due to the implementation of a new system of
education. The change in the curriculum and additional years in the secondary level would
follow additional needs which should be catered by the school and its personnel.
Republic Act No. 10533 and its Implementing Rules and Regulations have also
provided guidelines and instructions that are to be followed to push through with the change
in the educational system. The law and even the K-12 Program itself has a set of goals which
are mainly focused on the improvement of the system of education in the Philippines.
A positive attitude towards the law and program, or rather accepting them, would prove
to be beneficial as it would mean smoother transition over time. Acceptance of the law and
program would also mean that there would be a higher and/or easier process in meeting the
goals that the law and program envision.
As a study that aims to look at the implications of the law and program on school
personnel of a small and specific population, generalizing the study to the national level may
prove to be the same since if a trend of acceptance is seen at a national level, it would mean
that there is an acceptance of the law and program. The acceptance that would be produced
may be followed by positively meeting the goals of improving education in the country.
Scope and Limitations
The researcher made use of both quantitative and qualitative approaches for the study
with the primary source of information being collected through interviews and surveys by
conducting school visits. The participants involved in the study include public high school
6 2017 Philippine Statistical Yearbook. (2018). Philippine Statistics Authority. Retrieved from https://psa.gov.ph/sites/default/files/PSY_2017_Jan%2016%202018.pdf
6
teachers and school administrators wherein their experience became a significant part in
arriving at a conclusion for the study. Questions for both the interview and survey primarily
involves their opinions on the K-12 Program and R.A. 10533. Informed consent forms were
handed out to the participants and additionally, small tokens of appreciation were also given
for their participation.
The study is however limited. The selection of participants was stringent on focusing
only on the administrators and teachers of a selected area and only within selected schools.
The study only focused on three selected schools, all of which is found within the second
district of Quezon City. Additionally, only a sample population was selected for the survey;
around ten teachers per school were given the survey forms. There was also the limitation of
time wherein the study was done only within a semester or around four months. Another time
constraint present was the availability of the respondents. March and April have shown to be
a very busy schedule for public schools due to the fact that their school year is about to end.
Examinations, meetings, deliberations, and etc. were some things that the respondents had
to attend to especially during those stated months and thus their availability was further
affected.
A letter was also sent to the District Office of the Department of Education in Quezon
City asking for permission to conduct a study within school premises. Their response was
filled with information which further gives limitation to the conduct of the study. The researcher,
as outlined by the response of the District Office, was not allowed to conduct the study if it
would interfere with the regular school program. The researcher was also not allowed to
disrupt classes and thus conducting the study during class hours was not allowed. Derogatory/
demeaning/ offensive terms, although absent in the study, were also not allowed to be found
in the research tools. And lastly, the result of the study was not to be used for other purposes
aside from this research. Other points stated by the office were observed such as participation
7
of respondents should be voluntary and that permission was asked from the administration of
the school to conduct the study.
General Objectives
To discuss the Enhanced Basic Education Act of 2013 and assess its level of
effectiveness, and the acceptance and preparedness of secondary level teachers and school
administrators with its effects and implications.
Specific Objectives
1. To discuss the essence of the K-12 Program in the Philippines.
2. To discuss the essence of the Enhanced Basic Education Act of 2013 with regards to:
a. Major Provisions and its Implementing Rules and Regulations.
b. How it seeks to prepare educational personnel for the change in the curriculum.
c. The results of the law itself.
3. To analyze the opinions and assessments of selected educational personnel regarding
the K-12 program and its effects on them.
4. To give recommendations on how to improve the level of acceptance and
preparedness of the teachers for the K-12 program.
Theoretical Framework
“A Model of the Process of Teacher Change” Staff Development and the Process of Teacher Change (1986)
Thomas R. Guskey
Staff Development
➡
Change in Teachers’ Classroom Practices
➡ Change in
Student Learning Outcomes
➡ Change in
Teachers’ Belief and Attitude
FIGURE 1.1 Theoretical Framework
The paper “Staff Development and the Process of Teacher Change”, by Thomas R.
Guskey (1986), in summary, aimed to discuss the process of teacher change, particularly
8
through staff development programs.7 Thomas R. Guskey specializes in research concerning
teaching, mastery learning, and measurement and evaluation.
Staff development programs, according to Guskey, act as the start of the process of
the teacher change. The staff development program produces three outcomes namely; the
change in the practices of the teachers inside the classroom, change in the learning outcomes
of students, and lastly the change in the beliefs and practices of the teachers. The model
mentioned above puts into account the temporal/ sequential pattern of staff development
wherein a staff development program that is capable of changing the practices of teachers
can change the student learning outcomes. Ultimately, when the learning outcomes of
students are changed, the beliefs and attitudes of the teachers are significantly changed as
well.
The model was made to be a framework to understand how staff development
programs can help change teachers’ beliefs and attitudes. Furthermore, the model aimed to
present that change is a learning process which is developmental and experiential.
Using this framework, the researcher aimed to take a look at how the “staff
development programs” provided by the law for the shift into a K-12 program have affected
the beliefs, efforts, and attitudes of the teachers; specifically their beliefs, efforts and attitudes
towards the K-12 program itself, their students, and the Enhanced Basic Education Act of
2013 as well.
Additionally, regarding the effectivity of a policy, the Francis Burt Law Education
Programme released an online resource which enumerated the characteristics of an effective
law. The resource stated that for a law to be effective, it must be (1) known to the public, (2)
7 Guskey, T. R. (1986). Staff Development and the Process of Teacher Change. Retrieved from https://www.researchgate.net/publication/243770742
9
acceptable in the community, (3) able to be enforced, (4) stable, (5) able to be changed, (6)
applied consistently, and (7) able to resolve disputes.8
As the other factors can be observed or seen in the law and its Implementing Rules
and Regulations, the researcher focused on the characteristic of being applied consistently
which states that it would be unfair if the concerned individuals were treated differently by the
law. The law would be deemed ineffective if individuals were treated differently as the
population would find the law unreliable for this reason.9 With this, the researcher will pinpoint
similarities in the treatment and effects of the law on teachers and schools.
In terms of acceptance and adoption of an innovation, a handbook with the title “The
Management of Innovations in Education” enumerate the stages of adopting an innovation as
(1) awareness, (2) interest, (3) evaluation, (4) trial, (5) adoption, and (6) integration.10 With
this, the researcher further puts importance to the awareness, interest, and especially method
of evaluation and trial for the process of accepting the new program. Awareness according to
the handbook is the stage which exhibits passive interest as the individual is made aware of
the innovation, interest is the stage of actively seeking for more information regarding the
innovation, and lastly the evaluation or mental trial stage of the innovation in the individual.
The trial stage involves the use of the innovation on a small scale; in this sense the use of the
seminars and trainings into the field. Adoption and integration involve the act of deciding to
accept or reject, in this case as the law mandates the shift into the K-12 program, the
innovation is forced to be accepted but their personal decision is to be looked at in this study
if the accept they program or not.11
8 Wilson, R. (2015). Characteristics of an Effective Law: Year 11 Teacher and Student Resource. Francis Burt Law Education Programme. Retrieved from https://www.lawsocietywa.asn.au/wp-content/uploads/2015/09/2015-FBLEP-Characteristics-of-an-Effective-Law.pdf 9 Ibid. 10 Cortes, J. R. (1975). The Management of Innovations in Education: A Handbook. 11 Ibid.
10
Conceptual Framework
FIGURE 1.2: Conceptual Framework
The conceptual framework of the study rotates around the subject which is the K-12
Program and the law that has made the country adopt this new program for the education
sector. This conceptual framework provides a sequence which starts with the implementation
of Republic Act No. 10533, therefore, changing the system of education in the Philippines to
that of the K-12 Program.
From there, we took a look at the provisions stated in the law for the transition into the
new program; some of which are seminars and trainings to cater to the needs of the new
program. With the change in the educational system comes changes to the people, primarily
those within the education sector. As the teachers are the focus of the study, the researcher
took note of how the law has also affected the stated population to see if there are similarities
between what is stated by the law and what is happening in society.
11
We then took a look at both the teachers and the students of the institution which is
the school. As the curriculum changes, with the guidance of Guskey’s framework; we should
start to observe changes with the said population in terms of their practices, the results they
produce, and even their behaviors and attitudes. As time goes by, changes may continue to
appear. At some point, the level of preparedness for the implemented program also shifts.
If the population exhibits preparedness and readiness for the new program, it is then
assumed that the process of preparing or the transition was a success. If all the said concepts
produce a positive result, from outputs to even acceptance of the new program brought about
by the change in attitude, it could be assumed that the policy is effective and thus, most likely,
accepted by the studied population.
Definition of Terms
1. K-12 Program
According to the Official Gazette of the Philippines, the K-12 Program is an educational
program which covers Kindergarten and 12 years of basic education which is composed of
six years of primary education, four years of Junior High School, and two years of Senior High
School.12
2. Republic Act No. 10533
Also known as the Enhanced Basic Education Act of 2013 enacted by the Congress which
aims to enhance the Basic Education System of the Philippines through changing the
curriculum and increasing the number of years of the Basic Education System from 10 to 12.13
3. Secondary Education
Prior to the implementation of the K-12 Program, secondary education only consisted of four
non-compulsory years of high school education freely available in public schools. Finishing all
12 Official Gazette. (n.d.). What is K to 12 Program?. Retrieved from https://www.officialgazette.gov.ph/k-12/ 13 Escudero, S. III. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
12
four years would award a student a Certificate of Graduation which allows them to pursue
higher education, TVET, or even employment. The K-12 reform extended the number of years
into six instead of four and making the entire level compulsory but still free of charge in public
high schools.14
4. Curriculum
In an educational context, the term curriculum is defined as the lessons and/or content taught
in schools or in a specific course or program.15
5. Public School
Based on laws, public schools were defined as educational institutions established and
administered by the government.16 Historically, by virtue of Act No. 74 of the Philippine
Commission in 1901, the public school system was first introduced in the country which was
described to be highly centralized, secularized and free.17
6. Basic Education
The World Declaration on Education for All defines basic education as a variety of activities
that aim to meet basic learning needs.18 R.A. 10533 similarly defines Basic Education in the
same way but also emphasizes that it encompasses kindergarten, elementary and secondary
education as well as alternative learning systems for out-of-school learners and those with
special needs.19
14 Macha, W., Mackie, C,. Magaziner, J. (2018). Education in the Philippines. Retrieved from https://wenr.wes.org/2018/03/education-in-the-philippines 15 Curriculum Definition. (2015). Retrieved from https://www.edglossary.org/curriculum/ 16 Batas Pambansa Blg 232 “Education Act of 1982”. (1982). 17 Department of Education. (n.d.). Historical Perspective of the Philippine Educational System. Retrieved from http://www.deped.gov.ph/about-deped/history/ 18 UNESCO. (1990). World Declaration on Education for All. Retrieved from http://unesdoc.unesco.org/images/0012/001275/127583e.pdf 19 Escudero, S. III. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
13
7. Staff Development
According to the work by Guskey (1986), he states that staff development is a central
component in nearly every proposal for improving education. Staff development can be done
by improving the professional skills of members.20
8. Teacher Change
For this paper, teacher change will primarily focus on the changes of attitudes and beliefs of
teachers as stated in Thomas Guskey’s work as they will also be the main focus of the study.21
Data Matrix Set
Data Needed Source Methods of Acquiring Data
Methods of Analysis
1. Information
regarding the K-
12 Program
Secondary Sources,
Key Informants
Literature review
and interviews
Data Analysis
2. Situation of
teachers and the
education sector
Key Informants and
Secondary Data
Literature review,
surveys and
interviews
Data Analysis
3. Information from
high school
teachers
Surveys and
Interviews
Permission from
school
administration and
DepEd Office,
surveys and
interviews
Charts and Data
Analysis
4. Information from
school
administrator
Interview from Key
Informants
Permission from
school
administration and
DepEd Office and
interviews
Tables and Data
Analysis
5. List of schools
and directory
DepEd District
Office
Request from
DepEd District Office
Data Analysis
20 Guskey, T. R. (1986). Staff Development and the Process of Teacher Change. Retrieved from https://www.researchgate.net/publication/243770742 21 Ibid.
14
6. School student
and teacher
population
DepEd District
Office
Request from
DepEd District Office
Data Analysis
7. National
Achievement
Test Results
DepEd National and
District Office
Request from FOI
and DepEd
Data Analysis
Table 1.1: Data Matrix Set
Methodology
The research aimed to take both quantitative and qualitative approaches: a descriptive
analysis of responses collected through surveys provided for the quantitative method used in
this study and respectively, the qualitative method of conducting interviews with key persons
provided for the qualitative approach.
The area selected by the researcher is within the second district of Quezon City which
houses a number of the most populated schools within Metro Manila in terms of both students
and teachers. The researcher has selected three schools from a list of public high schools
within the district, and the unique characteristics about these schools are that they are the
most populated schools in terms of both teachers and students not only of the district but also
within the entire Quezon City area as well. The selected schools are as follows:
1. Batasan Hills National High School
2. Commonwealth High School
3. Judge Feliciano Belmonte Sr. High School
From these schools, the researcher gave out survey forms to secondary level teachers
and conducted one-on-one interviews with the school principals and/or any school
administrator working in the Senior High School level. For each school, the researcher
interviewed at least one administrator and handed out survey forms to at least ten high school
teachers. The interview and survey forms composed of questions pertaining to the
experiences of the teachers and thus the answers were mostly opinionated. Informed consent
15
forms were handed out regardless if the participant underwent an interview or answered a
survey. Additional information was orally stated to the participants, if not stated in the informed
consent form; such as the confidentiality of the data and further information regarding the
study.
Additional information was also gathered to further give information for the study.
Information such as the number of public schools and the number of public school teachers
was gathered from the Department of Education’s District Office. Background of the selected
schools was gathered from the respective schools. Lastly, other background information was
collected from secondary sources found on references and on the internet.
To be able to conduct the study, the researcher was asked to submit a letter to the
District Office of the Department of Education in Quezon City asking for permission to conduct
a study within the school and with the said sample population. Furthermore, the researcher
also provided letters to the school administration which asked for permission to conduct
interviews and hand out surveys.
Lastly, the researcher approached the Alliance of Concerned Teachers to give their
opinions regarding the Philippine education system and the K-12 Program. The researcher’s
time with the said organization for his Political Science 190 (Practicum) course has made the
researcher decide that the said organization’s stand and views were significant in providing
information for the study as the Alliance of Concerned Teachers is a non-traditional teachers’
organization in the country composed of teachers, academic non-teaching personnel and non-
academic non-teaching personnel.
Rest assured that all information gathered, collected, and used will be kept,
acknowledged and cited. Information that was collected from the interviews were used and
kept accordingly as stated on the informed consent forms that were handed out before the
interview.
16
The conclusion of the study was formed with the use of the information provided
through a triangulation of the gathered data. The results from the interviews, surveys, and
other gathered secondary data served as the sources of information for triangulation as the
quantitative method of conducting surveys, and the qualitative method of interviewing key
personnel was used to check the results together with the help of existing literature.
Ethical Considerations
Primary data which were gathered from both the school administrators and high school
teachers were obtained with their consent in participating for the study. Informed consent
forms were handed out to the participants before proceeding to the interview and the handing
out of surveys. The informed consent form included guidelines regarding how the data
gathered from them would be handled and it also included the statement that the participant
willingly accepted the invitation to be part of the study.
A letter asking for permission to hand out surveys were also given to the respective
principals/administrators of the school and to the division office of the Department of
Education before conducting the study. Additionally, teachers who answered the surveys were
not named for the final output. The names of the respondents will remain confidential to the
researcher if it were given to him.
Audio recordings of the interview with the administrators and key informants were
collected to help the researcher transcribe the data more accurately however this was
gathered with the consent of the interviewee. They can opt not to have the interview recorded
if they wish to do so.
All of the participants, regardless of whether interview or survey were conducted, was
first briefed on the study and the researcher. The participants were given the option to
participate or not, and they were also given the chance to change or even withdraw their
responses if they wish to do so.
17
All of the information gathered from the participants were stored on an online storage
software (GDrive) with only the researcher having access to them. All other data and
information gathered from offices and even from secondary sources were acknowledged and
cited in the study.
18
CHAPTER 2
Review of Related Literature
This chapter is composed of the history and background of the variables studied for the
research. The chapter also includes a review of related literature for the study.
The Philippine Education System
Masayoshi Okabe cited several works in an attempt to trace the changes that the
Philippine system of education has faced.22
Prior to the implementation of the K-12 Program, basic education in the Philippines
consisted of only one year of pre-primary education (Kindergarten), six years of primary
education (Grades 1 to 6), and four years of secondary education (High School).23 The
previous system, prior to 2012, also only mentioned of primary education being compulsory;
pre-primary education or the Kindergarten level was only made compulsory by virtue of the
Kindergarten Education Act of 2012.24 The 1987 Constitution of the Philippines mandates the
basic education of the country and it also states that primary education in the country be made
free and compulsory in public schools. The secondary level of education was only made free
although not mandatory in the past making primary and secondary education accessible to
many.25
There were several reasons pointed on as to why the old system was replaced. First
is that the Philippines is the only remaining country in Asia with 10 years of basic education.
Tests such as the National Achievement Test also showed poor performance and quality of
education. An issue pointed out also included the claim that the old curriculum was too
22 Okabe, M. (2013). Where does Philippine Education Go?: The "K-12 Program" and Reform of the Philippine Basic Education. Institute of Developing Economies Discussion Paper, 425th ser. 23 Calderbank, D. (2009). Secondary Education Regional Information Base: Country Profile Philippines. UNESCO. Retrieved from http://uis.unesco.org/sites/default/files/documents/secondary-education-regional-information-base-country-profile-for-the-philippines-en.pdf 24 Almario, T. (2012). Republic Act No. 10157. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2012/01/20/republic-act-no-10157/ 25 Ibid.
19
congested and that it lacked practical application. In connection to this, the stated lack of
practical application also resulted in some high school graduates being unable to pursue
higher education. Graduates of the old system were also said to be too young to work. Lastly,
graduates of the 10-year program are often looked down on by other parts of the world.26
The implementation of the K-12 Program through Republic Act No. 10533 replaced
the old 10-year system of basic education in 2013. The pioneer students of the new system
of education entered senior high school on Academic Year 2016-2017.
The Department of Education
The Department of Education was originally established in 1863 as the Superior
Commission of Primary Instruction through the Educational Decree of 1863.27 The department
has since then faced numerous changes to fit the needs of Philippine education, and the
administration. Through the Governance of Basic Education Act of 2001 or R.A. 9155, the
current Department of Education’s mandate was formed and established.28
The Department of Education, as can be seen in its mandate, is responsible for
formulating, implementing, and coordinating policies, plans, programs and projects
concerning basic education. Additionally, it also watches over every elementary and
secondary institutions. Lastly, the agency is also responsible for most concerns pointing to
the basic education of the country.29 The current secretary of the department is Leonor
Magtolis Briones.30
26 Six Reasons Why the Philippines Should Switch to K-12 Curriculum. (n.d.). Retrieved from http://k12philippines.com/six-reasons-why-the-philippines-should-switch-to-k-12-curriculum/ 27 Department of Education. (n.d.). Historical Perspective of the Philippine Educational System. Retrieved from http://www.deped.gov.ph/about-deped/history/ 28 Almario, T. (2012). Republic Act No. 10157. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2012/01/20/republic-act-no-10157/ 29 Department of Education. (n.d.). Vision, Mission, Core Values and Mandate. Retrieved from http://www.deped.gov.ph/about-deped/vision-mission-core-values-and-mandate/ 30 Department of Education. (n.d.). DepEd Executive Committee. Retrieved from http://www.deped.gov.ph/about-deped/deped-executive-committee/
20
For the purpose of the study, the researcher approached the Quezon City Schools
Division Office located at #43 Nueva Ecija Street, Bago Bantay, Quezon City. It is from this
office where the researcher requested permission to conduct the study. The researcher also
gathered data regarding the schools within Quezon City and its second district from the
Division Office.
The K-12 Program
The K to 12 Program, better known as the K-12, is an education system promulgated
by the Department of Education which covers the Kindergarten level which is followed by 12
years of basic education that when divided creates six years of primary education, four years
of Junior High School, and two years of Senior High School.31
According to the Official Gazette of the Philippines, this education system gives way
to six salient features namely: (1) strengthening of early childhood education through the
Universal Kindergarten program, (2) providing a curriculum which is relevant to the interest of
the learners, (3) adopting a spiral progression system of learning which creates a seamless
and integrated learning system, (4) promotion of the Mother Tongue-Based Multilingual
Education, (5) adoption of the senior high school program, and (6) development of a holistic
Filipino within students by preparing them for both college and livelihood.32 Okabe’s paper
also points out the key features of the program. (1) The K-12 Program expands the length of
basic education to two more years of secondary education and the addition of one year of
Kindergarten. This, therefore, means that entry into tertiary education will be at around 18
years of age compared to 16 in the old system of education. (2) Decongestion of the
educational curriculum is another feature which provides that the content of the four years of
secondary education will be spread into six. The curriculum also allows graduates to not only
obtain a high school diploma since graduates could also acquire Certificate of Competencies
31 K-12 Basic Education Curriculum. (n.d.). Retrieved from http://k12philippines.com/k12/ 32 Official Gazette. (n.d.). What is K to 12 Program?. Retrieved from https://www.officialgazette.gov.ph/k-12/
21
or a National Certification (NC) proving that the graduate is capable of middle-level skills. (3)
The transition from the old curriculum to that of the K-12 curriculum meant that an evaluation
of the program can only be done by 2018, or the year that the first affected population will
graduate from the program. (4) Changes in each school level would be observable as the
Kindergarten level would be free and mandatory, the elementary level would face changes in
terms of having to adopt the “Mother Tongue-Based Multi-lingual Education” for grades 1 to
3, and the expansion of the secondary level into six years as stated would mean changes in
the structure, curriculum, and even the mode of assessments.33
A discussion paper produced by the Department of Education pointed out several
reasons for the approval of the K-12 Enhanced Basic Education Program. First, is mainly to
enhance the quality of basic education in the country. Next, is to improve the achievement
scores and at the same time improve on the results of international tests. The enhanced basic
education program also seeks to decongest the curriculum by the addition of two more
years.34
The program seeks to better prepare high school graduates for higher education, work
or entrepreneurship. Students would also have to meet the legal age of 18 in order for them
to enter the labor force if they opt to not enroll for higher education. Lastly, the shift into the
new program corrects the misconception that basic education is only a stepping stone for
higher education.35
The enhanced basic education program also seeks to put the country’s graduates on
par with graduates from other countries. The old curriculum used to put overseas Filipinos at
a disadvantage. The new program also aims to prepare Filipino children through better human
33 Okabe, M. (2013). Where does Philippine Education Go?: The "K-12 Program" and Reform of the Philippine Basic Education. Institute of Developing Economies Discussion Paper, 425th ser. 34 Department of Education. (2010). Discussion paper on the enhanced K+12 basic education program. Retrieved from :http://ceap.org.ph/upload/download/201210/17115829500_1.pdf 35 Ibid.
22
development since they would stay in school until the age of 18. Lastly, it was also a part of
the previous administration’s campaign, the Aquino administration, to enhance or give
emphasis on the education sector of the Philippines.36
Critiques regarding the program are still evident. On a paper by Maria Teresa Calderon
(2014), she presented loopholes in the K-12 and its implementation that she has gathered
from several respondents. Among the responses that she collected was the mentioning that
the K-12 Program has a flawed and problematic framework; that it will subject the population
to more exploitation, the additional burden to the family and the probability of increased
dropout rates. Tuition fees for tertiary education may also increase as an effect of some
deciding to no longer continue into higher education due to the provision of the program, and
to a worse extent: the probability of abandoning the tertiary education by the government.
Lastly, issues regarding the available resources is also another loophole cited by Calderon on
her work.37
Status of Teachers and the Effect of the K-12 Program on Teachers
David et al. in an article starts by saying that public school teachers are chronically
overworked as the workload of teachers involves not only of teaching but also of nonteaching
tasks. The additional workload brought about by the nonteaching tasks sidelines their main
task of teaching.38 The article further shows the duties of a public school teacher. It is said
that the regular full-time teaching load is mandated to be at six hours of actual classroom
instruction a day. But as stated, nonteaching tasks (such as paperwork on seminars and
trainings, student support, and other administrative work brought about by the lack of
manpower which is more evident in public schools) are given to teachers and thus the
36 Ibid. 37 Calderon, M. F. (2014). A Critique of K-12 Philippine Education System. International Journal of Education and Research, 2(10). 38 David, C. C., Albert, J. G., & Vizmanos, J. V. (2019). Pressures on public school teachers and implications on quality. Philippine Institute for Development Studies: Policy Notes.
23
workload of teacher which already includes six hours of teaching tasks would have additional
nonteaching hours. This addition of nonteaching tasks could erode the teaching quality of
teachers.39 The success of the K-12 Program not only relies on the enhancement of Philippine
education but it also rests upon the teachers and resources available. Provision of sufficient
resources and trainings, and upgrading the status of teachers would greatly help for the
success of the program. The issue of being overworked and the lack of resources should,
therefore, be looked on to.40
Republic Act No. 10533
Republic Act No. 10533 with the long title of “An Act Enhancing the Philippine Basic
Education System by Strengthening its Curriculum and Increasing the Number of Years for
Basic Education, Appropriating Funds Therefor and for Other Purposes” was approved on
May 15, 2013 under the Aquino administration. Also known as the Enhanced Basic Education
Act of 2013, this law is responsible for the additional two years of basic education; the
implementation of the K-12 program.41
RA 10533 states that the State shall give an opportunity for students to receive quality
education which is at par to that of international standards, broaden goals of high school
education through the several paths students could take after graduation, and enhancing the
quality of education in several ways. Some notable provisions include making kindergarten,
elementary and secondary education compulsory. The secondary level of education will
consist of the original four years which will be known as the junior high school level and an
additional two years known as the senior high school level.42
39 Ibid. 40 Okabe, M. (2013). Where does Philippine Education Go?: The "K-12 Program" and Reform of the Philippine Basic Education. Institute of Developing Economies Discussion Paper, 425th ser. 41 Escudero, S. III. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/ 42 Ibid.
24
A provision regarding the curriculum states that DepEd will work together with CHED
and TESDA to create a new and effective curriculum in which through their coordination, no
remedial or duplication of basic education shall occur. Additionally, a Curriculum Consultative
Committee shall be formed to oversee the review and evaluation of the implementation of the
basic education curriculum. A Joint Congressional Oversight Committee on the Enhanced
Basic Educational Program will also be formed to oversee, monitor and evaluate the
implementation of the law on the other hand.43
Sections 7 and 8 states that trainings and seminars would be given to teachers for the
change in the education system and the guidelines for the hiring of teachers respectively.
Lastly, an interesting provision includes that career guidance and counselling advocacies
would be given to students to guide them in the path of their choosing.44
Situationer of the Venue
The creation of Quezon City on October 12, 1939 marks the start of the long history of
the city. Several changes in the city’s land area and its establishment as the nation’s capital
at some point in time are just some of the notable parts of its history. With a land area of
16,112.58 hectares, Quezon City is recognized as the largest city in Metro Manila as it covers
nearly one-third of the region’s total land area. Quezon City also holds the largest population
in Metro Manila as it takes up almost more than one-fourth of the National Capital Region’s
total population in 201545 and additionally, it also ranks first among the highly urbanized cities
in the entire country when it comes to population.46
The National Capital Region has 1, 208 secondary schools for the school year 2016-
2017 with 264 being public schools and additionally, the region also houses 26,617 secondary
43 Ibid. 44 Ibid. 45 2017 Philippine Statistical Yearbook. (2018). Philippine Statistics Authority. Retrieved from https://psa.gov.ph/sites/default/files/PSY_2017_Jan%2016%202018.pdf 46 Quezon City Local Government- Background. (n.d.). Retrieved from http://quezoncity.gov.ph/index.php/about-the-city-government/background
25
public school teachers.47 From the local government’s website, there are 46 public secondary
schools in Quezon City48 and additionally, the highest number of secondary public schools in
the city.49
Six of these public schools of Quezon city belong to the Second District, namely;
Bagong Silangan High School, Batasan Hills National High School, Commonwealth High
School, Holy Spirit National High School, Judge Feliciano Belmonte Sr. High School, and
Justice Cecilia Muñoz Palma High School. If we take a look at the barangay level, the second
district of Quezon City houses some of the most populated barangays in the area with
Barangay Commonwealth being the most populated, which is followed by Batasan Hills,
Payatas and Holy Spirit.50
The second district of Quezon City has four of the most populated secondary schools
in terms of student and teacher population within Metro Manila51 and it also is the recipient of
the largest share of the education program allotted by the city government for the school year
2017- 2018.52
As of 2018, data gathered from the Quezon City district office of the Department of
Education provided the following information which was used to give background on the
selected area which is the 2nd district of Quezon City. For the entire Quezon City; a total of
436, 172 students were enrolled from Kindergarten up to Grade 12. 169, 829 of those students
are enrolled in the secondary level (Grade 7- Grade 12) which can be further broken down to
47 2017 Philippine Statistical Yearbook. (2018). Philippine Statistics Authority. Retrieved from https://psa.gov.ph/sites/default/files/PSY_2017_Jan%2016%202018.pdf 48 Quezon City Local Government- Social Profile. (n.d.). Retrieved from http://quezoncity.gov.ph/index.php/about-the-city-government/social-profile 49 Chavez, C. (2017). QC fast-tracking the construction of 20 new school buildings. Manila Bulletin. Retrieved from https://news.mb.com.ph/2017/05/13/qc-fast-tracking-the-construction-of-20-new-school-buildings/ 50 Quezon City Local Government- Background. (n.d.). Retrieved from http://quezoncity.gov.ph/index.php/about-the-city-government/background 51 ABS-CBN News. (2015). List: Top 15 public schools with biggest population. ABS-CBN News. Retrieved from https://news.abs-cbn.com/nation/metro-manila/06/01/15/list-top-15-public-schools-biggest-population 52 Chavez, C. (2017). QC fast-tracking the construction of 20 new school buildings. Manila Bulletin. Retrieved from https://news.mb.com.ph/2017/05/13/qc-fast-tracking-the-construction-of-20-new-school-buildings/
26
151, 026 studying in Grades 7 to 10 and 18, 803 for Grades 11 and 12. Senior high school
teacher population for the entire city was said to be at 590 with 369 vacant positions.
Quezon City houses 54 public secondary schools with 40 of those schools accepting
students for senior high school. In the 2nd district alone, there are six public secondary
schools with five offering the senior high school level. A total of 5, 314 students are studying
in the senior high school level for the district with 157 teachers teaching for their level, both
which are the highest numbers of student and teacher population for the entire city.
Batasan Hills National High School
Batasan Hills National High School is located along IBP Road, Barangay Batasan Hills
in Quezon City. Established through Republic Act No. 7987 on April 22, 199653, Batasan Hills
National High School currently has 470 teacher positions filled with 67 of them teaching in the
senior high school level. Data from June 2018 shows a total of 12, 504 students currently
enrolled with 10, 658 studying in the junior high school level and 1, 846 in the senior high
school level making Batasan Hills National High School the most populated school in the
district. Dr. Proceso T. Lera is the current principal of the school.
Commonwealth High School
Commonwealth High School is located at #3 Ecols Street in Barangay
Commonwealth, Quezon City which has a total of 312 filled teaching positions with 35
teaching in the senior high school level. Student population sums up to a total of 9, 357
students from Grades 7 to 12 with 1, 585 in the senior high school level as of June 2018. The
school is currently led by its principal Dr. Diego M. Amid.
Judge Feliciano Belmonte Sr. High School
Located at AFP road, Garcia Heights, Barangay Holy Spirit in Quezon City; Judge
Feliciano Belmonte Sr. High School is led by Principal Prescilla Gonzaga. The student
53 Official Gazette. (1995). Republic Act No. 7987. Retrieved from https://www.officialgazette.gov.ph/1995/04/22/republic-act-no-7987/
27
population is at 6, 354 with 1, 016 in the senior high school level and teacher population is at
189 with 31 teaching in the senior high school level.
28
CHAPTER 3
Research Findings
This chapter will discuss the different findings gathered by the researcher for the purpose of
the study. Included in this chapter are charts and tables of the various information collected
and are presented in an orderly manner. This chapter is divided into two parts which: (1)
The quantitative data gathered through the surveys and (2) the qualitative data gathered
through interviews.
Quantitative Data Presentation
A survey form was handed out to a number of teachers of Batasan Hills National
High School, Commonwealth High School, and Judge Feliciano Belmonte Sr. High School.
The survey form was composed of 15 main questions pertaining to the K-12 Program and
their experiences as teachers with most of the survey form being composed of Yes or No
questions. The findings were as follows for the Yes or No portion.
1. On whether or not they were provided with seminars, trainings and, the such; in
preparation for the K-12 program.
(31 Yes, 5 No)
FIGURE 3.1: Provision of Trainings and Seminars
29
2. On if the trainings and seminars were useful.
(30 Yes, 0 No)
FIGURE 3.2: Usefulness of Trainings and Seminars
3. On if there were additional benefits or support given due to the K-12 program.
(22 Yes, 12 No)
FIGURE 3.3: Provision of Additional Benefits or Support
30
4. On if they encountered changes in their teaching style due to the K-12 program.
(34 Yes, 2 No)
FIGURE 3.4 Presence of Changes in Teaching Style
5. On if the level of difficulty in teaching changed due to the K-12 program.
(28 Yes, 8 No)
FIGURE 3.5: Level of Difficulty in Teaching
31
6. On if the level of difficulty became easier if there were changes.
(15 Yes, 12 No)
FIGURE 3.6: Change for the Easier
7. On if their workload changed due to the K-12 program.
(27 Yes, 8 No)
FIGURE 3.7: Change in Level of Workload
32
8. On if the change made their workload get lighter.
(9 Yes, 18 No)
FIGURE 3.8: Change for the Lighter
9. On if the number of students they teach relatively increased since the
implementation of the K-12 Program.
(20 Yes, 16 No)
FIGURE 3.9: Increase in Students
33
10. On if they have noticed any difficulty for their students in complying with the new
curriculum.
(30 Yes, 6 No)
FIGURE 3.10: Difficulty for Students
11. On if they have noticed any improvement in student performance due to the K-12
Program.
(30 Yes, 6 No)
FIGURE 3.11: Improvement in Student Performance
34
12. On if they had positive views regarding the K-12 Program.
(29 Yes, 6 No)
FIGURE 3.12: Past View on the Program
13. On if they were aware of the goals that the K-12 program.
(34 Yes, 2 No)
FIGURE 3.13: Awareness of Goals
35
14. On if they think that the K-12 program is effective in relation to meeting its goals.
(24 Yes, 11 No)
FIGURE 3.14: Effectivity of the K-12 Program
15. On if they think that the Philippines is now completely ready for the K-12 Program.
(13 Yes, 22 No)
FIGURE 3.15: Readiness for the K-12 Program
36
Findings for the Quantitative Data
Nearly all the respondents (31 out of 36) said that seminars and trainings were
provided to them in preparation and for the K-12 Program with all of them having said that the
seminars and trainings were helpful and useful. When asked what additional benefits or
support were given to them, they (22 out of 34) responded mostly with the provision of
teaching materials such as modules, learning plans, books/references & handouts, equipment
and laboratories for specialization. Aside from teaching materials, financial benefits were also
said to have been provided in the form of additional incentives, transportation allowances, and
benefit increases.
34 out of the 36 respondents said that they encountered changes in terms of their
teaching style with 28 of the 36 respondents saying that the level of difficulty changed. 27 of
the 28 respondents that stated that there were changes in the level of difficulty are divided in
opinion with 15 saying that teaching became easier and 12 saying no. They were also asked
on the changes in their workload and 27 of the 36 responded that there were changes with 18
saying no and 9 said that their workload got lighter.
20 out of the 36 respondents said that there was a visible increase in the number of
students that they teach. A noticeable number of 30 of the respondents said that they noticed
difficulty among their students when dealing with the new curriculum. The same number (30),
however, said that they have seen improvements in student performance as the program
continues.
When asked if they once had positive views on the program before its implementation,
29 said that they did with 6 saying no. Of the 6 people who were pessimistic on the
implementation of the K-12 Program, 5 of them answered yes when asked if their view has
changed. The remaining 1 who said no had no opinion for the same question.
8 of the 29 people who said that they were optimistic regarding the implementation
said that their view of the program did not change. 1 gave no opinion and another one also
37
said yes but did not give their opinion if their views changed. Of the 20 who said that they
were optimistic of the implementation but their view has changed, 6 of them responded that
the K-12 is not effective in meeting its goals and that 9 of them also see that the country is not
yet completely ready which shows that a total of 15 of them show that they were not satisfied
in some way regarding the K-12’s effectivity and the country’s readiness for the program as
of the present.
When asked if they are aware of the goals of the K-12 program, 34 responded that
they were. A total of 24 out of 25 responses say that the program is effective in meeting its
goals, however, a total of 22 out of the 25 responses said that in terms of readiness, the
Philippines is not yet completely prepared.
The survey form also asked a few questions which the respondents can freely
answer. They were asked about what they think are the strengths and weaknesses of the K-
12 program. Additionally, they were also asked on what recommendations they can give for
the program and the law implementing the K-12 program.
Regarding the strengths of the program, a number primarily responded that the
program allows the students to find a job right after graduating. Others took a more technical
approach by saying that the introduction of the K-12 program further improves Philippine basic
education, that the program decongests the curriculum, and that it produces a mastery of the
skills and lessons taught in classes. Remaining responses included that there is a sense of
active learning and that the lessons are more inquiry-based. A number also pointed out that
the strength of the program is its spiral curriculum of learning. Respondents also said that the
program is good preparation for the students’ chosen career or profession in the future and
that student performance is further enhanced by the program.
When it comes to the weaknesses, a large number of respondents said that the lack
of equipment and facilities is a weakness of the implementation. Together with the lack of
facilities and equipment, the respondents also pointed out the lack of teachers to be an issue.
38
Financial issues were also pointed out such as the funding for schools and at the same time
the financial aspect that the parents still have to support their children to two additional years
in school. Some respondents also made mention of the fact that despite being “work-ready”,
some graduates do not end up getting employed. The curriculum also drew some attention as
respondents also mentioned that the spiral curriculum brings about less mastery of a subject
and that the curriculum is still weak.
The respondents at the end of the survey were asked about recommendations that
they can think of for the program. Just as the lack of equipment, facilities, and teachers was
an issue; the respondents made mention that more and better equipment be provided and
that the provision of lower entry-level positions could help resolve this issue together with
more trainings and seminars. When it comes to budget, an increase in the budget in education
could further alleviate the problems with proper distribution. Some of the respondents also
made mention that the Department of Education should provide for a more in-depth review of
the program and its status. Revisiting the curriculum should also be conducted and a standard
and uniform Daily Lesson Log was also asked by some of the respondents. Lastly, despite
the time that has passed since the implementation, there was also a response asking for
better information dissemination regarding the K-12 program.
39
Qualitative Data Presentation
Presented in this portion is the information gathered from the one-on-one interviews
conducted by the researcher with key informants. The key informants include Dr. Proceso T.
Lera: the principal of Batasan Hills National High School, Sir Jhay Mar Z. Gaffud: Teacher III
from Commonwealth High School, Ma’am Arlene M. Orillaneda: HT-VI from Judge Feliciano
Belmonte Sr. High School, and Sir Raymond Basilio: Secretary-general of the Alliance of
Concerned Teachers.
INTERVIEWS
Interview with Sir Proceso Lera
First impression
on the K-12
Program
“I see that the K-12 is a helpful program implemented by the
government.”
He was optimistic about the K-12 Program prior to its
implementation.
The additional two years was a tool to be used for further
developing students with more skills upon graduating.
Upon its implementation, the first question that I thought of was
“Do we have the resources?”
Support provided
by the government
for the
implementation of
the K-12 program
The government did its part to provide support for the new
system of education.
There was support provided by the Department of Education,
specifically through the Division Office, in terms of equipment
and gadgets such as computers, to be used by the school.
There were trainings and seminars that the Department of
Education provided for the teachers in order to further improve
in their teaching.
“DepEd provided for the needs of the school however it was
not enough.”
“Providing and completing the needs and requirements of the
school was more of a matter of initiative, together with the help
already provided by DepEd.”
There were still things that needed to be improved on, and that
there were still deficiencies present such as on equipment and
facilities.
40
Teacher seminars
and trainings
Orientations were conducted wherein information regarding
the K-12 was disseminated among the teachers.
The trainings and seminars were helpful to the teachers to
cope up with the spiral progression of education.
Just like the teachers, he also attended seminars and meetings
for the new program for “capacity-building” in order to prepare
and have a smooth transition for the new system of education.
Challenges that
the school
administration
faced during the
implementation
“On my part as a principal, when we talk about the workload, I
can say that it is challenging as we now have to take a look at
not only the Junior High School level but also with the two new
levels which is the Senior High.”
“Adjusting to the new curriculum is another challenge. “Doble
ang trabaho” and despite that, there is no additional
compensation.”
Changes that the
school has faced
“The rise in the number of student population. The large influx
of student population brings about the issue of if the school is
capable of coping up with the number of students with the
available facilities that it has.”
Rating
government
support from 1-10
(10 being the
highest)
Eight (8).
Although support was provided and it did help for the transition,
there are still areas for improvement as lack of resources is still
a present issue.
Changes in
teacher
performance
For the teachers, I can say that it is challenging for them. The
new curriculum makes “all the teachers teach all”.
There is an evident change observable as teachers are now
able to teach better due to the fact that they are now teaching
their specializations in a general manner.
Gauging and
measuring teacher
performance
The performance of teachers are measured through
observations and also through the performance of the
students.
Teacher workload “The new curriculum makes “all the teachers teach all”.”
“Heavier workload but no additional compensation.”
Changes in
student
performance
There is indeed a huge change in terms of performance of
students due to the change in curriculum.
41
Gauging and
measuring student
performance
The more performance-based strands such as the Tech-Voc
option make use of Practicum Assessment Centers to
measure their performance.
Conducting research was also a tool used to measure the
performance of students.
The National
Achievement Test
“It is hard to reach their target of a score of 75% with one
reason being that the students do not take the said test
seriously.”
“We are doing the best initiatives to see improvement in the
said area.”
Present view on
the K-12 Program
“For the past few years I can say that the K-12 Program is
effective.”
“Graduates not only get to study for higher education, but I also
see students go straight to work after… especially those who
underwent Tech-Voc.”
Effectiveness of
the K-12 Program
It (K-12 Program) has shown positive results… emphasis on
the success of the Tech-Voc strand as several of his students
find work after graduation.
“The K-12 Program is effective although I have to admit that it
still needs a little “retouching”.”
Readiness for the
K-12 Program
“In terms of readiness, I can say that we are also ready since
we have already started the program and it has been ongoing
for a number of years already.”
However… it is not yet a complete 100% due to the different
insufficiencies present even up until the present.
The lack of facilities, equipment, and even of teachers are still
a recurring problem within their school.
Weakness of the
new program
A weakness of the implementation was the incapability to
provide for every need of the new program.
Recommendations A recommendation he had in mind was to revisit the K-12
Program and the law to find lapses so that the program could
be further perfected.
42
Interview with Sir Jay Mhar Gaffud
First impression
on the K-12
Program
“Ang first impression ko was not good because it will really be
an added burden to the parents.”
“Tapos what is our assurance that by adding two years, it will
really serve its purpose?”
Support provided
by the government
for the
implementation of
the K-12 program
“Sa totoo lang, napakaraming suporta ng gobyerno para sa
K-12 program.”
“Hinanda sila (teachers) sa pamamagitan ng mga seminars
and workshops.”
“For example, ako, umattend ako ng 18 day-seminar, walang
uwian just to prepare teaching sa specializations namin.”
“They (school administrators) also attended a series of
trainings and seminars on how to implement the curriculum
effectively and efficiently.”
“(The government) nakasuporta sa schools sa pamamagitan
ng pagprovide ng mga facilities, depende sa kung ano ang
inooffer ng paaralan.”
“For example ditto; marami kaming technical-vocational so
ang nagprovide ng mga bagong mga equipment para
makapagturo effectively and efficiently yung mga teachers, at
saka learning materials din, ay ang DepEd.”
“Napaghandaan naman nila (government) yung pagpasok ng
K-12.”
Teacher seminars
and trainings
“It was very interactive.”
“Ang training namin is by the topic… sa bawat subject merong
training for that.”
“Although nagbigay sila ng mga trainings, still it is not enough
kasi ang K-12 is napaka-bago sa pandinig.”
“Meron namang mga follow-up trainings, follow-up seminars
na ginagawa.”
(When asked why additional trainings and seminars are
needed) “You cannot squeeze in the curriculum sa 18 days.”
Rating
government
support from 1-10
(10 being the
highest)
“I can give it an eight (8) para may room for improvement.”
“Marami pang dapat na i-improve sa kanya.”
43
Changes in
teacher
performance
“Yes (there is a change in performance) kasi nga iba ang
demands ng senior high school curriculum…”
“Yung teacher since nag-iiba ka ng subjects (every semester),
yung preparation nila ay nag-iiba.”
“Yung approach sa bata iba na rin, hindi tulad sa junior high
school approach na parang bine-baby.”
“Sa performance ng teacher, nakaka-cope up naman sila sa
demands ng curriculum. Yun nga lang, intense ang
preparations.”
Gauging and
measuring teacher
performance
“Meron kaming RPMS- PPST na self-evaluation tools for
teachers.”
“We will rate ourselves depende sa performance in teaching
for the school year and then this rating will be validated by your
head.”
“Medyo madugo siya kasi kailangan merong mga attachments
ka or may mga nakalagay doon… ang tawag doon ay MOVR
or “Means of Verification”.”
“And also observations… kapag hindi ka nakapag-four
observations, pwede yun maging reason sa pagbaba ng
performance rating mo.”
“You have to be observed by your head or your principal four
times in a school year.”
Teacher workload Heavier or more difficult workload as expressed in: “Since may
kakulangan sa teachers, nagiging interdisciplinary ang
pagtuturo namin… dahil nga sa kakulangan sa guro, nagiging
multi-disciplinary ang pagtuturo. At syempre halimbawa, kung
ang teacher, hindi niya specialization at pagtuturuin siya ng
isang subject, parang na-sasacrifice.”
Point of
dissatisfaction on
teacher
performance or
output
“Yung nabanggit ko kanina, yung about sa kakulangan (of
teachers) at pagiging multi-disciplinary (due to the lack of
teachers therefor making them forced to teach subjects which
they do not specialize in).
“Para na din kaming nagiging jack-of-all-trades.”
Changes in
student
performance
Focus on “performance tasks”
“We give highlight sa performance output.”
Gauging and
measuring student
performance
“Ang pagsukat sa student performance, mayroong variation
kasi meron tayong tinatawag na multiple intelligences.”
44
“Mayroong varied modes of assessment based on the
strengths of the students.”
“Tatlo kasi yan, meron tayong written work, performance tasks,
and quarterly assessments.”
Present view on
the K-12 Program
“Lately nakita ko naman yung mga improvement ng mga bata
although siguro kung i-rrate ko ng 1-10, siguro nasa 7.”
“Hindi pa ako fully-convinced.”
“Pero kasi by the end of the school year, hindi parin sila (the
students) sure kung ano yung tatahakin nila after even their
particular strand.”
“So parang meron paring problem and hopefully it should be
addressed in the near future.”
Effectiveness of
the K-12 Program
“In terms of effectiveness, I think so kasi meron tayong apat
na curriculum exits for K-12.”
“I think nagagampanan naman ng senior high school yung
pagpprepare ng bata for those curriculum exits even though
may kakulangan sa facilities”
“And we are very proud na almost all our students
nakakapasa sila sa mga certifications.”
Readiness for the
K-12 Program
“Readiness? Nako hindi. Ibang usapan na kasi ang
readiness.”
“It’s not ready although sabi nila pinagpprepare-an na nila ito
before the implementation.”
“In spite of the seminars, of the trainings; kung readiness ang
pag-uusapan, hindi siya ganun talaga ka-ready.
Acceptance of the
K-12 Program
“Kung ready daw although hindi naman ready, through
acceptance and patuloy na support, I think will be okay. So in
the future siguro ma-aaccept natin ito.”
Weakness of the
new program
“Sa implementation ang problema. For example… yung
teachers, kulang ang teachers. Trainings, kailangan pa i-
intensify yung trainings.”
Recommendations “As long as DepEd continues to support the program, we are
very positive that time will come that it will be stable like yung
other offerings ng DepEd.”
45
Interview with Ma’am Arlene Orillaneda
First impression
on the K-12
Program
“First impressions? “Ay! Ano na naman yan?”, especially for
the parents.”
“Andun yung doubt nila sa program, ang tingin nila dito is
burden, additional burden; lalo na yung two years, additional
burden siya.”
Support provided
by the government
for the
implementation of
the K-12 program
“Pa-unti-unti naman.”
“Yung sa buildings, dati kulang kami ng buildings, ngayon
meron na kaming additional buildings for the senior high
school.”
“Medyo okay naman sa sufficiency ngayon kasi sa likod
meron kaming senior high building so doon may laboratories
sila.”
Teacher seminars
and trainings
“Madalas marami kaming trainings.”
“Before the full implementation of the K-12, they conducted
trainings talaga, series of trainings for teachers.”
“May trainings naman and sufficient naman.”
Changes that the
school has faced
Additional offerings (especially for Tech-Voc)
“Sa competencies natin sa grading system nagbago kasi
more on performance.”
Rating
government
support from 1-10
(10 being the
highest)
“Siguro nasa 8 siya.”
“Wag naman 10 kasi may kulang pa. Kagaya nung sa
number of teachers, insufficient ang number of teachers.”
Additional
preparations made
for the transition
“We conducted yung feasibility study for the preparations.”
“We prepared for the subjects to offer”
“(Tinignan) kung ano yung available resources in the area.”
“Meron din kaming community mapping”
“We conducted surveys, kung ano yung gusto nilang i-offer
na subjects.”
“We consulted the parents if they are willing to support the
program.”
“Nagkaroon pa kami ng caravan… umikot kami sa area,
namigay kami ng flyers informing them about the subjects
that we will offer.”
46
“We really tried our best to encourage the people within the
community to support the program.”
Changes in
teacher
performance
“Ang mga teachers namin dito ay mga bata pa, agresibo sila
at magagaling, masisipag sila. So when it comes to
performance, walang nagbago, kasi talagang likas na silang
magagaling, masisipag.”
“Ang nagbago lang, yung sa sobrang dami ng kanilang
paperworks na binibigay ng DepEd sa ngayon… more time
doon sa paper; para na silang clerk, parang they are doing
clerical jobs na instead of focusing on their teaching
professions… wala nang enough time to prepare for their
lessons kaya haggard sila.”
Gauging and
measuring teacher
performance
“Meron kaming yung RPMS.”
“We also conduct classroom observations.”
Teacher workload “Bumigat dahil sa sobrang dami ng gawain. Yung paperworks
talaga yung nakakabigat.”
Changes in
student
performance
“For the students naman, in terms of student performance,
performing naman ang mga students namin ang kaso lang,
yung iba kasi, lalo na sa senior high, yung mga bata kasi;
hindi sineseryoso ng iba.”
“Pero so far, okay naman, kasi yung mga teachers namin
nandiyan naman, nagtuturo naman, so okay naman.”
The National
Achievement Test
“Ang school na ito, sa NAT, sa rank, pasok kami sa bottom
10 last time pero umangat kami sa rank 3 dahil masipag at
magagaling ang teachers namin.”
“Mataas ang NAT namin, ang mga teachers namin
hardworking, performers talaga sila; masisipag talaga sila
with the support of the administration kaya napag-handaan.”
Present view on
the K-12 Program
“Pero ngayon natatanggap na nila (affected families),
especially now na yung mga bata, kumikita na sila in their
own ways kasi may natututunan sila sa school.”
Readiness for the
K-12 Program
In terms of readiness, it is not yet completely ready.
“… may kulang pa. Kagaya nung sa number of teachers,
insufficient ang number of teachers.”
47
Acceptance of the
K-12 Program
“Syempre nung una, hindi naman ganun, syempre naman
nung una, abrupt ang implementation, wala naman tayong
magagawa kundi to support the program, so nandyan na.”
“Nung una, reluctant ka pero wala kang magagawa, nandiyan
na eh.”
“Ngayon, fully accepted na siya, we have adjusted fully…”
Weakness of the
new program
“Weakness lang siguro natin yung pagiging abrupt ng
implementation, we were not fully prepared, pero
natutugunan naman. Pa-unti-unti naibibigay naman yung
pangangailangan.”
Recommendations Provision of needed resources as the interviewee has shown
that resources and teachers are still lacking which hinders on
the effectiveness of the new program.
“Bawasan ang paperworks, yun ang problema, kasi ang dami
ng paperworks.”
Interview with Mr. Raymond Basilio
Stand of the
Alliance of
Concerned
Teachers
regarding the K-12
“Malinaw naman yung posisyon ng Alliance of Concerned
Teachers tungkol sa K-to-12, to repeal.”
“Hindi ito dumaan sa isang masusi at bukas na konsulatsyon
sa mga stakeholders; lalong-lalo na sa mga teachers natin.”
“Ang tawag na namin dito ay “hi-jacked” na pagpapatupad”
“Pinutol-putol nila yung implementasyon kahit na hindi naman
na meet yung requisites para magdadag ng additional two
years, actually tatlo yung dinagdag kasi dinagdag and Kinder,
tapos nadagdag pa yung senior high school.”
Reasons for going
against the
implementation
“Hindi naabot yung mga requisites para mag implement ng
mas mahabang programa sa edukasyon pero tinuloy parin
nila ito.”
“Una, ang basic natin diyan, ano ba yung capacity ng mga
eskwelahan, ng ating gobyerno upang magdadag ng bilang
ng taon sa pag-aaral.”
“Pero mas matindi yung posisyon namin sa pagkontra sa
implementasyon dahil dun mismo sa curriculum.”
“Hindi malinaw yung curriculum. Hindi buo, ibig sabihin hindi
nila tapos kung ano ba ang magiging content ng mga
curriculum mula kinder hanggang senior high school and yet
nagpatupad sila nito.”
48
“Pangatlo yung usapin sa kung ano ang layunin, yung
patutunguhan?”
“Pang-apat, tignan natin kung ano ang ba ang nangyari
simula noong ipatupad ang K-12. Lalo siyang tumugon doon
sa pangangailangan ng global market in terms of producing
cheap labor.”
Specific issues in
the education
sector
“Walang sapat na classroom, walang sapat na gamit sa
eskwela, walang sapat na bilang ng teachers at ang laki-laki
ng pagkukulang natin sa non-teaching personnel, yung mga
education support personnel natin… mga librarian, clerk,
guidance councillors, custodians.”
“Lahat ng mga yan (work of non-teaching personnel) ay
ginagampanan, nagiging kabahagi ng mga gawain ng ating
mga teachers kaya mas lalong tumindi ang pagiging
overworked ng ating mga teachers.”
“Nandun lang sila (for the curriculum) sa aspect ng
pagtatakda na may kinder, elementary, junior high school at
senior high schools, at mga strands.”
“Pero ano yung mga laman ng mga particular subjects? Kung
titignan mo, hybrid o nagkakanya-kanyang pagdedevelop ang
mga eskwelahan kung paano idedeliver yung mga strands.”
“Ang tingin natin dito, kabahagi ito ng pagbibitaw ng gobyerno
sa kanyang responsibilidad na pag-aralin ang mga
mamamayan.”
“Naging makinarya ang K-12 curriculum upang bitawan ng
gobyerno ang kanyang responsibilidad sa kanyang mga
mamamayan na magbigay ng libreng edukasyon.”
“Parang sinasabi nila na hindi mo na kailangan kumuha ng
college degree kasi employable ka after graduating senior
high school.”
“Yung pagproduce ng mga semi-skilled workers, yung ating
edukasyon, at hindi ng professionals.”
“Naka focus na tayo sa pagpproduce ng mga graduates na
bihasa… sa mga semi-skilled or cheap labor na
kinakailangan abroad.”
“Nakadisenyo tayo, nakadisenyo ang gobyerno, sa ilalim ng
K-12 upang sa ang ating mga mamamayan ay dalhin sa
labas ng bansa. Hindi upang magcreate ng local
employment.”
“Ang sinasabi nga natin pag binabago mo yung kaledad ng
edukasyon ay dapat inaabot mo yung requirements, yung
pangangailangan, yung inputs ng ating mga eskwela. Hindi
49
maabot yung quality education by mere adding two years or
three years yung number of schooling.”
Inability to meet the international standards for quality
education. “Quality funding, quality curriculum, quality
learning environment, quality teachers”.
“Ano ba yung access ng kabataang Pilipino sa state
universities and college. Outnumbered ang ating mga state
universities and colleges ng mga private schools. Pangalawa,
yung ating state universities and colleges, nandiyan yung limit
ng number of students na kanilang pinapasok.”
Issues faced by
teachers
“Una sinasabi ko na hindi handa yung curriculum, hindi handa
yung mga dapat na magtuturo so ang nagdedevise diyan ay
ang ating mga teachers.”
“Mga teachers sabay-sabay na nagtrain at yung instruction
dito ay hindi malinaw.”
“In terms sa day-to-day na problema ay yung nga, ang
pinakamasaklap diyan ay yung walang libro, walang gamit na
pangturo so kanya-kanya ng pagdedevise ng mechanisms
ang ating mga teachers…”
“Yung mga teachers natin noon, makikita mo na mayroon
silang mastery sa kanilang mga subject, ngayon dahil sa K-
12; yung spiral na sinasabi, you have the learning of a little of
everything and you dont develop the mastery of anything.”
“Sa kalagayan sa paggawa ng mga teachers natin, medyo
mas paatras, medyo mas nagiging over-worked ang mga
teachers natin.”
Positive side of
the
implementation
“Ibinukas niya (implementation) ang katotohanan na ang
gobyerno talaga ay hindi niya intensyon ang iresolba ang
kalidad ng edukasyon, pati yung access sa education.”
“Ang makikita dito ay nabuyangyang talaga na ang gusto
talaga gawin ng gobyerno, through the introduction of the K-
12, ay magkaroon siya ng ligal na batayan upang iwanan niya
ang responsibilidad na pag-aralin ang kanyang mamamayan
kasi nga naiisip na ng mga tao na kapag grumadweyt ka sa
senior high school edi hindi mo na kailangan mag-college.”
Table 3.1: Qualitative Data Presentation
50
CHAPTER 4
Analysis and Conclusion
The analysis of the data gathered and the conclusion for the study can be found in this chapter.
The analysis and conclusion are produced through triangulation of the information from
published literature, the data from the surveys, and the information from the interviews.
Analysis
In terms of the provision of seminars and trainings as provided by the law to be given
to the teachers for the new program, a large number of respondents that answered the survey
has shown that they received trainings and that those trainings were helpful and useful. The
interviews further show that trainings and seminars were provided, even among
administrators as they received trainings to help for the smooth transition. Although sufficient,
there were still respondents that said that better and more seminars and trainings would be
helpful.
Aside from the trainings and seminars, additional benefits were provided to the school
and teachers, however, a recurring issue is that there is still a visible lack of resources and
facilities. The interviews conducted all showed that while there was support, it is still in some
way lacking to a point that it becomes the school’s initiatives to find and provide for what is
missing for the meantime.
In terms of the performance of teachers, the survey results have shown that a majority
admitted that there is a change in their teaching style due to the shift however when asked
regarding if the level of difficulty changed, there were mixed opinions. When it comes to their
workload, it was shown in the results that there was a change in their workload. A large
number said that their workload did not in any way get lighter. If we take a look at the
interviews, it is observable that the key informants notice heavier workloads for the teachers.
A response given was that due to the spiral progression which the new curriculum has,
teachers face a wider range of subjects to teach rather than focusing on a single topic.
51
Additionally, the lack of teachers and even non-teaching personnel has led to some
informants saying that some teachers are even told to teach subjects which are not their
specialization and at some point, they even borrowed teachers from other levels to teach. It
is visible that the workload of teachers became heavier for a number of reasons and at some
point may even be more difficult and challenging.
The following tables show the data gathered from the Quezon City District Office of
the Department of Education which show the number of filled and unfilled teaching positions
in the area. It is noticeable that there is a huge number of unfilled positions in proportion to
the filled positions in the deployment of senior high school teachers.
SECONDARY (FILLED)
MT- II MT-I T-III T-II T-I
83 297 775 1013 3475
Table 4.1: Total Filled Secondary Level Teachers in QC
SECONDARY (UNFILLED)
MT- II MT-I T-III T-II T-I
53 87 68 110 313
Table 4.2: Total Unfilled Secondary Level Teachers in QC
2ND DISTRICT- SECONDARY (FILLED)
MT- II MT-I T-III T-II T-I
BAGONG SILANGAN HIGH SCHOOL 1 5 35 28 114
BATASAN HILLS NATIONAL HIGH SCHOOL 6 32 28 46 358
COMMONWEALTH HIGH SCHOOL 5 23 45 53 186
HOLY SPIRIT NATIONAL HIGH SCHOOL 0 11 21 21 80
JUDGE FELICIANO BELMONTE SR. HIGH SCHOOL 0 3 4 39 143
JUSTICE CECILIA MUÑOZ HIGH SCHOOL 1 8 31 31 204
Table 4.3: Total Filled Secondary Level Teachers in QC 2nd District
2ND DISTRICT- SECONDARY (UNFILLED)
MT- II MT-I T-III T-II T-I
BAGONG SILANGAN HIGH SCHOOL 3 1 2 3 6
BATASAN HILLS NATIONAL HIGH SCHOOL 3 6 2 4 67
COMMONWEALTH HIGH SCHOOL 0 4 0 1 12
HOLY SPIRIT NATIONAL HIGH SCHOOL 0 1 1 1 1
JUDGE FELICIANO BELMONTE SR. HIGH SCHOOL 0 0 0 2 8
52
JUSTICE CECILIA MUÑOZ HIGH SCHOOL 0 1 1 1 15
Table 4.4: Total Unfilled Secondary Level Teachers in QC 2nd District
SECONDARY LEVEL (FILLED)
MT-II MT-I T-III T-II T-I
BATASAN HILLS NATIONAL HIGH SCHOOL 6 32 28 46 358
COMMONWEALTH HIGH SCHOOL 5 23 45 53 186
JUDGE FELICIANO BELMONTE SR. HIGH SCHOOL 0 3 4 39 143
Table 4.5: Total Filled Secondary Level Teachers in the Selected Schools
SECONDARY LEVEL (UNFILLED)
MT-II MT-I T-III T-II T-I
BATASAN HILLS NATIONAL HIGH SCHOOL 3 6 2 4 67
COMMONWEALTH HIGH SCHOOL 0 4 0 1 12
JUDGE FELICIANO BELMONTE SR. HIGH SCHOOL 0 0 0 2 8
Table 4.6: Total Unfilled Secondary Level Teachers in the Selected Schools
SENIOR HIGH SCHOOL (FILLED)
MT- II MT-I T-III T-II T-I
56 42 331 52 87
Table 4.7: Total Filled Senior High School Teachers in QC
SENIOR HIGH SCHOOL (UNFILLED)
MT- II MT-I T-III T-II T-I
58 48 42 51 147
Table 4.8: Total Unfilled Senior High School Teachers in QC
The focus of the study are the teachers but a glimpse on student performance was
provided. When asked if the teachers noticed changes in performance, the answer would be
yes. In fact, the key informants, in their interview, said that the curriculum is now more
performance-based and that practical applications are being given more attention. Difficulty
for the students was said to have been observable but improvements were also present either
way. However, when asked about the National Achievement Test, the interviews show that
they have a hard time of achieving a certain high percentage however several actions were
being done in the side of the administration and teachers of the school. It may be a reason for
the low results that the students do not take the said tests seriously, as stated by an
interviewee.
53
The table below shows the data gathered from the Quezon City Division Office which
shows the National Achievement Test Results, a basis of student performance, per subjects
through the school years 2010-2011 until 2014-2015; data which shows the results both
before and after the implementation of the law on 2013. The only distinguishable trend is that
the majority of the results only show average performance. Inconsistency is a theme through
the years wherein the results do not show a consistent trend of improving nor the other way
around.
YEAR n
FILIPINO
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.01 2.32 45.13 49.05 3.48 0.02 0.01
2011-2012
40983 0.00 0.00 16.45 75.33 8.17 0.04 0.01
2012-2013
41553 0.00 0.92 45.97 48.97 4.11 0.02 0.01
2013-2014
42851 0.00 0.37 35.48 59.27 4.84 0.03 0.00
2014-2015
43211 0.00 0.60 38.35 56.70 4.32 0.03 0.00
YEAR n
MATHEMATICS
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.07 1.37 7.95 41.34 48.13 1.13 0.01
2011-2012
40983 0.85 4.22 14.70 43.96 35.38 0.87 0.02
2012-2013
41553 1.21 5.86 16.29 37.97 37.57 1.08 0.02
2013-2014
42851 3.52 7.82 18.17 39.10 30.62 0.77 0.01
2014-2015
43211 0.87 3.85 13.11 36.57 44.12 1.48 0.00
YEAR n
ENGLISH
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.00 1.13 19.94 51.68 26.90 0.34 0.00
54
2011-2012
40983 0.00 1.75 27.91 57.26 12.93 0.11 0.04
2012-2013
41553 0.01 3.22 31.04 55.22 10.41 0.06 0.03
2013-2014
42851 0.00 0.94 12.59 57.55 28.74 0.17 0.01
2014-2015
43211 0.00 0.24 11.62 63.58 24.40 0.14 0.02
YEAR n
SCIENCE
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.32 0.35 5.18 40.28 51.97 1.89 0.01
2011-2012
40983 0.00 0.19 6.82 53.71 38.93 0.33 0.03
2012-2013
41553 0.00 0.36 9.72 51.92 37.73 0.25 0.03
2013-2014
42851 0.00 0.94 12.59 57.55 28.74 0.17 0.01
2014-2015
43211 0.00 0.79 12.92 56.21 29.85 0.22 0.01
YEAR n
ARALING PANLIPUNAN
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.04 2.28 25.94 55.11 16.27 0.34 0.02
2011-2012
40983 0.00 0.22 28.60 62.75 8.34 0.06 0.02
2012-2013
41553 0.02 5.46 50.04 38.65 5.78 0.05 0.01
2013-2014
42851 0.00 2.00 42.87 48.40 6.64 0.07 0.01
2014-2015
43211 0.00 0.04 12.20 74.18 13.51 0.06 0.00
YEAR n
OVERALL TEST
Mastered Closely Moving
Towards Average Low Very Low
Absolutely Low
% % % % % % %
2010-2011
43736 0.00 0.05 11.13 74.94 13.87 0.00 0.00
2011-2012
40983 0.00 0.01 12.12 78.51 9.35 0.01 0.00
2012-2013
41553 0.00 0.06 7.68 58.63 31.03 2.20 0.40
2013-2014
42851 0.00 0.24 23.18 71.08 5.49 0.01 0.00
55
2014-2015
43211 0.00 0.01 10.58 77.18 12.23 0.01 0.00
Table 4.9: National Achievement Test Results for QC
Interviews have also stated that there is difficulty in reaching a minimum grade of 75%,
this shows consistency with the latest data provided by the Department of Education (2016-
2017).
National Achievement Test for Grade 10 (2016-2017)
FILIPINO AP MATH SCIENCE ENGLISH OVERALL
Batasan Hills National High School 56.14 52.49 38.96 38.09 47.38 46.61
Commonwealth High School 53.13 48.51 33.85 33.85 41.46 42.12
Holy Spirit National High School 54.83 49.92 37.05 37.05 43.61 43.76
Judge Feliciano Belmonte Sr. High School 59.09 57.63 37.94 37.94 46.75 48 Table 4.10: QC 2nd District National Achievment Test for Grade 10 (2016- 2017)
The surveys have shown that the teachers are optimistic about the new program.
Interviews also show that the respondents are enthusiastic about how the program is going.
The Technical-Vocational strand of the K-12 Program can be seen to have been given more
attention by the interviewees when it comes to the success of the program. The Technical-
Vocational Strand has been receiving praises for its capability to produce work-ready
students. Although this may be positive, Mr. Basilio has a point in saying that focusing on
semi-skilled workers may be an issue. The future of professional field if a large number of
population is only equipped with semi-skilled knowledge is a concerning issue.
In terms of effectiveness and awareness, the surveys show positive results in such a
way that the majority of the respondents said that they were aware of the K-12 Program and
its goals and that they also see that the program is effective in meeting its goals. The
interviews also show that they have no problem when the subject is the program’s
effectiveness as they state that graduates are being produced and some are even able to land
jobs immediately. Although issues may arise, specifically when it comes to resources, in terms
of effectiveness, the respondents are optimistic that the new program is effectively meeting
its goals.
56
The major problem comes in the form of readiness. Since the law’s implementation in
2013, data gathered has shown that the sample population of the area believe that schools
are not yet ready. This lack of readiness comes in the form of the lack of resources specifically
with equipment, facilities, classrooms, and even of teachers. The Alliance of Concerned
Teachers even stated that the issue on the lack of resources was already a problem in the
past and it is still a present issue today. The issue on the lack of resources grew bigger as the
new program needed additional resources for the additional two years in basic education.
Conclusion
To answer the question regarding the implications of the K-12 Program, several
changes were made and are still being faced by both schools and teachers. Government
support is visible both for the schools and teachers to cater for the new program. Notable
implications pointed out by the data gathered after analysis includes the additional work and
challenges not only for the students but also for the teachers.
In general when it comes to the changes in the school; facilities, equipment,
laboratories, and even the building of additional structures were provided, built and, made to
cater for the needs of the incoming senior high school level, especially with the sudden rise
of student population due to the additional two years of basic education. The provision of
equipment, facilities, and laboratories is one of the main changes that a key informant even
allowed the researcher see as she gave the researcher a tour around the school (Justice
Feliciano Belmonte Sr. High School). Most of the special rooms and facilities were not in use
at the moment of the visit but it was visible inside of those rooms that equipment such as
ovens, salon materials and etc. were present. Some laboratories and facilities showed during
the tour of the school was the Hotel Feliciano which imitated a typical hotel room where
students can practice housekeeping, Café Feliciano where students were able to sell their
food products made, a beauty care room which had the typical spa and salon materials
available, there were also laboratories for specific subjects such as for electricals, welding
57
and even cooking and baking. At that same school, construction of another building was still
ongoing to be able to cater more students.
The implications for the teachers were much harder. The change in the curriculum into
that which exhibits spiral progression greatly changes the contents of the lessons being
thought per subject. To some, this type of curriculum made it harder for some teachers to
teach since they would have to cover a wider range of subjects which may not even be their
specific specialization or field. Together with the lack of teachers and even of non-teaching
personnel, the teachers face heavier workloads as additional work is brought upon them to
cater for the deficiency in teaching and non-teaching population.
Outside of teaching, an interview even mentioned of the paper works that the teachers
have to submit to their office and the Department of Education which is tedious work. One of
the ways to measure the performance of the teachers as stated in the interviews was the
RPMS-PPST, which was mentioned to be tedious and was even compared to be like the
thesis of students that the teachers fill-out and submit by the end of the school year.
When it comes to providing for the needs of the schools and teachers, the government
performs its task of providing; such as the provision of facilities, laboratories, equipment, and
buildings for schools, and provision of additional support and benefits, and seminars and
trainings for the teachers. However, both interviews and surveys have shown that although
support was given, resources still remain lacking. To some extent, this insufficiency of
resources even became the root cause of the issues surrounding the education sector such
as the lack of teachers which makes hired teachers become overworked. To some extent, if
not the school itself, the teachers themselves carry the burden of providing just so he/she
could deliver his/her lessons effectively. Although most schools claim to be prepared, the lack
of resources becomes a big hindrance for the complete acceptance of the new program by
the stakeholders which are the teachers.
58
In terms of effectiveness, both surveys and interview data has shown that a majority
of the respondents claim to be optimistic that the program is successful in meeting its goals.
Specifically, observing the data gathered would show that the administrators show positive
remarks towards their tech-voc offerings. The respondents have shown acceptance of the
goals of the program and are even happy with the results by what they were seeing.
It can, therefore, be seen through this analysis that a major issue which hinders the
acceptance of the K-12 program is the lack of resources. It was clear through the interviews
that the administrators see the program to be effective in meeting its goals, especially through
training the students for the craft or work that they intend to delve deeper into, regardless if it
is through the academe or labor force. The survey results, on the other hand, show that a
majority of those who were pessimistic of the program in the past said that their views changed
(five out of six). A number of optimists regarding the program admitted that there was no
change in their views (eight out of 29). The remaining number (20) who were optimistic
changed their views however with a large number (nine out of the 20) saying that the country
is not ready, and some (six) said that the program was unsuccessful of meeting its goals.
The lack of resources, a primary reason for the respondents on as to why they do not
yet fully accept the program yet, can be blamed for the lack of acceptance even if the sample
population is positive about the program’s effectivity. It may then be the case that if continued
support were to be given to resolve the issue on the lack of resources, the program would
then be more likely to be accepted. Ultimately, if the stakeholders deem that the program is
effective in meeting its goals, which is now evident, and at the same time, the schools show
readiness and preparedness to cater for the new program, then the law, RA 10533,
implementing the K-12 would therefore be effective, accepted, and successful in the eyes of
the stakeholder. Given if there would be continuous support and time, the law may one day
show positive results in effectivity, preparedness, and acceptance. As Guskey in his model
has stated, change is a process and not just merely some sudden event.
59
CHAPTER 5
Recommendations
This chapter presents suggestions on how the sector of education, the K-12 program, the law,
and the status and well-being of teachers can be improved based on the information gathered
and through additional recommendations that the researcher has observed throughout the
study. Additionally, this chapter would include recommendations by the researcher for the
study itself which could help make the quality of this research better if it were not for the
limitations during the study.
Recommendations could be drawn up from the information that the researcher has
gathered from the surveys and interviews. The researcher asked the teachers what
recommendations they could give to help improve on the quality of education, the school, and
even the K-12 program itself. As discussed in the previous chapters, the teachers gave a
variety of recommendations that they see are needed. These recommendations are good
points and would indeed help in improving the status of education.
More and better equipment should be provided due to the lack of equipment, facilities,
and teachers being an issue. Meeting or even increasing the national budget for education
could be one way of providing for the needs of the education sector. The respondents also
had a point in saying that the provision of lower entry-level positions could indeed help resolve
this issue of the lack of teachers. Increased and improved seminars and trainings would also
help for the improvement of Philippine education and another way to help improve the
trainings provided is through clarifying and being firm about the goals of the K-12 program
and even trying to revisit the curriculum or better yet create a much better curriculum suited
to resolve the issues concerning it. A much clearer and well-researched curriculum would be
a big step in improving education.
60
Alliance of Concerned Teachers secretary-general Mr. Raymond Basilio had a point
in saying that there is no issue with trying to make improvements for education. The
researcher feels that education is a great investment for a nation’s future, and improving the
state of education could help in the long run. It may be a fact that the implementation was
abrupt and sudden. A point raised by an interviewee was that since we are a part of the
system, there is no other way but to comply since it is already implemented. This may be true
but improvement is still available. Revisiting the curriculum and the program itself could help
point out issues that need to be resolved. Another interviewee’s perspective was that if the
government further provides support, the program would someday be successful. This
supports Guskey’s model which presents that change is not an event but is rather a process.
If technical issues such as the lack of resources are resolved, and the implementation of the
K-12 program and new curriculum is further supported and even given more attention to a
point of improvement happens, it may be a fact that acceptance would follow. To come in line
with the points of Mr. Basilio, if the standards of quality education were met; quality funding,
quality curriculum, quality learning environment, quality teachers are all provided; then there
would be no issue in the sector of education.
If we are to take a look at the study itself, it can be said that further improvements
could be made if we step outside the scope of the study which makes it limited. For example,
if we observe the state of education and teachers in other areas, it may help in pointing out
issues that may be present in other locations but absent at some. A larger number of
respondents may even be a source of advantage in providing more information for the study,
and it may also be helpful if there were respondents coming directly from the office of the
Department of Education. Lastly, if the data used were updated such as in the case of the
National Achievement Test data, the results would have been more updated. This was
however outside of the researcher’s grasp as this was the only data provided by the office.
61
BIBLIOGRAPHY
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top-15-public-schools-biggest-population
Almario, T. (2012). Republic Act No. 10157. Official Gazette. Retrieved from
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Batas Pambansa Blg 232 “Education Act of 1982”. (1982).
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David, C. C., Albert, J. G., & Vizmanos, J. V. (2019). Pressures on public school teachers
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Department of Education. (2010). Discussion paper on the enhanced K+12 basic education
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Department of Education Schools Division Office Quezon City. (n.d.). Secondary Schools
Website Links. Retrieved from
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Escudero, S. III. (2013). Republic Act No. 10533. Enhanced Basic Education Act of 2013.
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K-12 Basic Education Curriculum. (n.d.). Retrieved from http://k12philippines.com/k12/
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curriculum/
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64
APPENDICES
APPENDIX A: Interview Letter with Dr. Proceso T. Lera
Dr. Proceso T. Lera Principal Batasan Hills National High School Dear Sir, I am Paulo T. Serrano, a 4th Year B.A. Political Science student from the University of the Philippines, Manila and in line with the requirements for our Political Science 198 course (Special Problems in Political Science), I am currently conducting a study on the perceptions of public school teachers and administrators on the K-12 Program specifically those within the 2nd District of Quezon City.
In line with my research paper, I would humbly like to ask if I could conduct a short interview with you regarding the K-12 Program, and the teachers of your school. Additionally, I would also like to ask for permission if I could give out surveys to some of your high school teachers as well. Your insights and experiences will surely be valuable in the pursuit of this study. Additionally, the input that would be provided by your teachers would also play a vital role for this study.
Attached is an informed consent form for prospective resource persons/respondents. Kindly read and accomplish it if you are willing to be interviewed. A separate consent form will be provided for teachers if granted the permission to conduct a survey with some of your teachers. Should you have inquiries, please do not hesitate to contact me through the following: Cellphone Number: 09755579925 (Globe) or 09333970685 (Sun) & E-mail: [email protected]. Your approval of this request despite your hectic schedule will be highly appreciated. Thank you for your kind consideration. Sincerely yours, Paulo T. Serrano B.A. Political Science University of the Philippines, Manila Noted Prof. Doroteo C. Abaya, Jr. Thesis Adviser
65
APPENDIX B: Interview Letter with Dr. Diego M. Amid
Dr. Diego M. Amid Principal Commonwealth High School Dear Sir,
I am Paulo T. Serrano, a 4th Year B.A. Political Science student from the University of the Philippines, Manila and in line with the requirements for our Political Science 198 course (Special Problems in Political Science), I am currently conducting a study on the perceptions of public school teachers and administrators on the K-12 Program specifically those within the 2nd District of Quezon City.
In line with my research paper, I would humbly like to ask if I could conduct a short interview with you regarding the K-12 Program, and the teachers of your school. Additionally, I would also like to ask for permission if I could give out surveys to some of your high school teachers as well. Your insights and experiences will surely be valuable in the pursuit of this study. Additionally, the input that would be provided by your teachers would also play a vital role for this study.
Attached is an informed consent form for prospective resource persons/respondents. Kindly read and accomplish it if you are willing to be interviewed. A separate consent form will be provided for teachers if granted the permission to conduct a survey with some of your teachers.
Should you have inquiries, please do not hesitate to contact me through the following: Cellphone Number: 09755579925 (Globe) or 09333970685 (Sun) & E-mail: [email protected]. Your approval of this request despite your hectic schedule will be highly appreciated. Thank you for your kind consideration. Sincerely yours, Paulo T. Serrano B.A. Political Science University of the Philippines, Manila Noted Prof. Doroteo C. Abaya, Jr. Thesis Adviser
66
APPENDIX C: Interview Letter with Mrs. Prescilla Gonzaga
Mrs. Prescilla Gonzaga Principal Judge Feliciano Belmonte Sr. High School Dear Ma’am,
I am Paulo T. Serrano, a 4th Year B.A. Political Science student from the University of the Philippines, Manila and in line with the requirements for our Political Science 198 course (Special Problems in Political Science), I am currently conducting a study on the perceptions of public school teachers and administrators on the K-12 Program specifically those within the 2nd District of Quezon City.
In line with my research paper, I would humbly like to ask if I could conduct a short interview with you regarding the K-12 Program, and the teachers of your school. Additionally, I would also like to ask for permission if I could give out surveys to some of your high school teachers as well. Your insights and experiences will surely be valuable in the pursuit of this study. Additionally, the input that would be provided by your teachers would also play a vital role for this study.
Attached is an informed consent form for prospective resource persons/respondents. Kindly read and accomplish it if you are willing to be interviewed. A separate consent form will be provided for teachers if granted the permission to conduct a survey with some of your teachers.
Should you have inquiries, please do not hesitate to contact me through the following: Cellphone Number: 09755579925 (Globe) or 09333970685 (Sun) & E-mail: [email protected]. Your approval of this request despite your hectic schedule will be highly appreciated. Thank you for your kind consideration. Sincerely yours, Paulo T. Serrano B.A. Political Science University of the Philippines, Manila Noted Prof. Doroteo C. Abaya, Jr. Thesis Adviser
67
APPENDIX D: Sample Informed Consent Form (Interview)
RESEARCHER: Paulo T. Serrano ADDRESS: 47-A Dumalay St., Sta. Monica, Novaliches, Q.C. SCHOOL: University of the Philippines, Manila RESEARCH TITLE: Readiness of Teachers, Effectiveness of the K-12 Program & Acceptance of the Law: A Policy Evaluation of Republic Act No. 10533 Greetings!
You have been selected to take part of a research regarding the K-12 Program. This research is conducted in partial fulfillment of our requirements for the degree of Bachelor of Arts, Major in Political Science. I am Paulo T. Serrano, conducting a research on the perceptions regarding the K-12 Program and the Enhanced Basic Education Act of 2013. I will give a brief introduction of my study and should you have any questions, please feel free to ask them to me. If you have any other concerns, you may contact me through my cellphone number (09755579925 or 09333970685) or through email ([email protected]).
The study focuses on the effects of the K-12 Program on schools, teachers and administrators, specifically those from schools located within the 2nd District of Quezon City. Your perceptions on the program would be helpful in giving information for this study.
If you decide to participate, I would like to ask for some of your time to conduct an interview. You may opt to withdraw from the interview at any point if you wish to do so.
I would also like to ask if I could record the interview for research purposes to be more accurate and precise on transcribing the information that would be gathered. If you wish to remove or change any of your answers during the interview, please inform me.
Participation for this study is completely voluntary, the decision to take part of this research is up to you. If you no longer want to participate or if you want to withdraw your answers, please notify me so that all information gathered from you will be counted as null and will no longer be part of the study.
Your participation for the interview would most likely be appreciated!
68
You have read the Consent Form. Your questions have been answered. Your signature on this form means that you have understood the information provided and that you agree on participating for this study.
Signature of Participant
Signature of Researcher
Printed Name of Participant
Printed Name of Researcher
Date
Date
Please sign both forms, keeping one for yourself.
69
APPENDIX E: Sample Informed Consent Form (Survey)
RESEARCHER: Paulo T. Serrano ADDRESS: 47-A Dumalay St., Sta. Monica, Novaliches, Q.C. SCHOOL: University of the Philippines, Manila RESEARCH TITLE: Readiness of Teachers, Effectiveness of the K-12 Program & Acceptance of the Law: A Policy Evaluation of Republic Act No. 10533 Greetings!
You have been selected to take part of a research regarding the K-12 Program. This research is conducted in partial fulfillment of our requirements for the degree of Bachelor of Arts, Major in Political Science. I am Paulo T. Serrano, conducting a research on the perceptions regarding the K-12 Program and the Enhanced Basic Education Act of 2013. I will give a brief introduction of my study and should you have any questions, please feel free to ask them to me. If you have any other concerns, you may contact me through my cellphone number (09755579925 or 09333970685) or through email ([email protected]).
The study focuses on the effects of the K-12 Program on schools, teachers and administrators, specifically those from schools located within the 2nd District of Quezon City. Your perceptions on the program would be helpful in giving information for this study.
If you decide to participate, a survey form would be handed out to you for you to answer. Feel free to ask me any question that you may have regarding the survey. You may opt to withdraw from answering the survey if you wish to do.
If you wish to be anonymous for the final printed output of the research, you may ask the researcher to not identify your name on the final output keeping your name only between both you and the researcher.
Participation for this study is completely voluntary, the decision to take part of this research is up to you. If you no longer want to participate or if you want to withdraw your answers, please notify me so that all information gathered from you will be counted as null and will no longer be part of the study.
Your participation in answering the survey would most likely be appreciated!
70
You have read the Consent Form. Your questions have been answered. Your signature on this form means that you have understood the information provided and that you agree on participating for this study.
Signature of Participant
Signature of Researcher
Printed Name of Participant
Printed Name of Researcher
Date
Date
Please sign both forms, keeping one for yourself.
71
APPENDIX F: Letter for DepEd Quezon City Division
Department of Education, Quezon City Division Office 43 Nueva Ecija Street, Bago Bantay, Lungsod Quezon, Kalakhang Maynila Greetings!
I am Paulo T. Serrano, a 4th Year B.A. Political Science student from the University of the Philippines, Manila and in line with the requirements for our Political Science 198 course (Special Problems in Political Science), I am currently conducting a study on the perceptions of public school teachers and administrators on the K-12 Program specifically in the 2nd District of Quezon City.
With this, I would like to humbly ask your office for the following information which would be of great help for my study.
1. Number and List of Public High Schools within Quezon City 2. Number and List of Public High Schools within the 2nd District of Quezon City 3. Number of Students Enrolled in Public High Schools in Quezon City 4. Number of Students Enrolled in Public High Schools within the 2nd District of Quezon
City 5. Number of High School Public School Teachers in the 2nd District of Quezon City 6. Number of Senior High School Public School Teachers in the 2nd District of Quezon
City
The provided information will be used for my study to further give background about
the schools within Quezon City.
I would like to thank your office in advance, and if there are any further questions; please feel free to contact me through [email protected] or 09457398811. Please rest assured that you will be fully acknowledged for such data. Sincerely Yours,
Paulo T. Serrano B.A. Political Science University of the Philippines, Manila
72
APPENDIX G: Questionnaire (For the Interview)
1. Even before the implementation of the K-12 program, what preparations and changes
have you, as an administrator, faced during and after the transition?
2. Additionally, what changes has the school as an institution faced since then?
3. How did the government/ DepEd give support to the school in response to the
implementation of the new program? What kinds of support did they provide?
4. The law (RA 10533) has asection which deals with teacher trainings and seminars.
Were they provided to the teachers of your school? What were they mostly about?
Have you attended any of them and were any of them for school administrators?
5. Was the support provided by the government sufficient for the transition?
6. How much did it affect the transition into the K-12 program? If you could rate the
support provided on a scale of 1-10 with 10 being the highest, how much did it affect
and even help for a smooth transition?
7. Were there changes on how teachers perform within classrooms? Were there changes
on your part as well?
8. How do you gauge or measure your teachers’ performance?
9. In terms of student performance and output, were there visible changes since and
during the transition?
10. Was there a point of dissatisfaction in result, output or even performance since the
implementation?
11. One way of measuring the performance of the students is through the National
Achievement Test. Were there visible changes during that time frame in results?
12. What other methods do you use to measure student performance? Were there visible
changes?
13. What were your first impressions on the K-12 Program? Did it change throughout time?
How or why?
14. In terms of effectiveness, what is the status of the K-12 Program in meeting its goals?
15. In terms of readiness, are your teachers fully ready for the K-12 Program? The school?
The country?
16. In terms of acceptance, were there changes in your views regarding the K-12
Program? Do you fully accept or approve of the program today? Did it at some point
change and when?
17. In your opinion, does the K-12 Program, the law, and even the government have any
point(s) of weakness or points where you think can still be improved on? Lastly, any
recommendations from you as a part of the school administration and as a citizen?
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APPENDIX H: Endorsement Letter for DepEd District Office
Dr. Natividad P. Bayubay, CESO VI OIC, Schools Division Superintendent Department of Education, Quezon City Division Office 43 Nueva Ecija Street, Bago Bantay, Quezon City Dear Dr. Bayubay; Greetings!
I am Paulo T. Serrano, a B.A. Political Science student from the University of the Philippines, Manila. In line with our Political Science 198 course (Special Problems in Political Science), I am writing a thesis with the title “Readiness of Teachers, Effectiveness of the K-12 Program & Acceptance of the Law: A Policy Evaluation of Republic Act No. 10533” which aims to look at the implications of the K-12 Program on public high schools and the perceptions of school administrators and teachers on the said program.
With this, I am humbly asking for your permission if I may conduct an interview (if possible, on Tuesdays, Wednesdays, or Fridays) with the principals or any school administrator knowledgeable on the changes that have occurred within the school due to the K-12 program of the following schools: 1. Batasan Hills National High School 2. Commonwealth High School 3. Justice Feliciano Belmonte Sr. High School
Additionally, I would also like to ask for permission if I may hand out surveys to some of the teachers of the said schools. Rest assured that all collected information from this activity will only be used for the purpose of writing my thesis in partial fulfillment of our requirements for our Political Science 198 course and for the Degree of Bachelor of Arts, Major in Political Science. Confidentiality will be observed if asked by the respondents. If there may be any concern, please feel free to contact me through 09755579925 (Globe), 09333970685 (Sun), or [email protected]. Thank you for your kind consideration. Respectfully yours, Paulo T. Serrano B.A. Political Science University of the Philippines, Manila Noted by: Prof. Doroteo C. Abaya, Jr. Thesis Adviser
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APPENDIX I: Letter for Alliance of Concerned Teachers- Philippines
Alliance of Concerned Teachers- Philippines 2nd Floor, Teachers' Center Building Mines St. Corner Dipolog St. Brgy. Vasra, Quezon City To whom it may concern, Greetings!
I am Paulo T. Serrano, a 4th Year B.A. Political Science student from the University of the Philippines, Manila. I was also an intern for your organization some time ago for our Political Science 190 (Practicum) course. In line with the requirements for our Political Science 198 course (Special Problems in Political Science), I am currently conducting a study on the perceptions of public school teachers and administrators on the K-12 Program specifically those within the 2nd District of Quezon City.
As I have seen with the time that we have spent with your organization, I would humbly like to ask if I could conduct a short interview with any of your members preferably someone knowledgeable of the K-12 Program. I would simply like to ask for the organizations’ view of the said program and give further information connected to it which I may be able to use for my thesis. Your views on this said matter would certainly help me in my study, especially with the issue of the effects of the K-12 Program.
Attached is an informed consent form for prospective resource persons/respondents. Kindly read and accomplish it if you are willing to be interviewed.
Should you have inquiries, please do not hesitate to contact me through the following: Cellphone Number: 09755579925 (Globe) or 09333970685 (Sun) & E-mail: [email protected]. Your approval of this request despite your hectic schedule will be highly appreciated. Thank you for your kind consideration.
Sincerely yours, Paulo T. Serrano BA Political Science University of the Philippines, Manila
Noted by:
Prof. Doroteo C. Abaya, Jr. Thesis Adviser
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APPENDIX J: Sample Survey Form
QUESTION YES NO
1. Were you provided with seminars, trainings and, the such; in preparation for the K-12 program?
a. If yes, were they useful?
2. Were additional benefits or support given to you due to the K-12 program?
a. If yes, in what form(s)? Ex. Financial, medical, teaching materials, etc.
3. Have you encountered changes in your teaching style due to the K-12 program?
4. Did the level of difficulty in teaching change due to the K-12 program?
a. If yes, did it become easier?
5. Did your workload change due to the K-12 program?
a. If yes, did your workload get lighter?
6. Did the number of students you teach relatively increase since the implementation of the K-12 Program?
7. Have you noticed any difficulty for your students in complying with the new curriculum?
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8. Have you noticed any improvement in student performance due to the K-12 Program?
9. Back during the days of the introduction of the K-12 program, did you have positive views regarding it?
a. Did your view towards the K-12 program change?
10. Are you aware of the goals that the K-12 program wishes to reach?
11. Do you think the K-12 program is effective in relation to meeting its goals?
12. Do you think that the Philippines is now completely ready for the K-12 Program?
13. In your opinion, does the K-12 Program have any strengths? Please identify.
14. In your opinion, does the K-12 Program have any weaknesses? Please identify.
15. Do you have any recommendations related to the K-12 Program? Please identify.
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APPENDIX K: Transcript of Interview with Sir Raymond Basilio of the Alliance of
Concerned Teachers
Regarding the stand of the organization when it comes to the K-12 Program and its
implementation.
Malinaw naman yung posisyon ng Alliance of Concerned Teachers tungkol sa K-to-
12, to repeal. Una, hindi ito dumaan sa isang masusi at bukas na konsulatsyon sa mga
stakeholders; lalong-lalo na sa mga teachers natin. Nakita natin, simula nung ipinatupad ito,
ang tawag na namin dito ay “hi-jacked” na pagpapatupad kasi makikita mo na yung first
graduate; na grade 6 ngayon, pinutol nila. Kasi pag bagong curriculum, dapat magsimula ka
ng kinder. Pinutol-putol nila yung implementasyon kahit na hindi naman na meet yung
requisites para magdadag ng additional two years, actually tatlo yung dinagdag kasi dinagdag
and Kinder, tapos nadagdag pa yung senior high school.
Hindi naabot yung mga requisites para mag implement ng mas mahabang programa
sa edukasyon pero tinuloy parin nila ito. Ano ba ang requisite natin? Una, ang basic natin
diyan, ano ba yung capacity ng mga eskwelahan, ng ating gobyerno upang magdadag ng
bilang ng taon sa pag-aaral. Walang sapat na classroom, walang sapat na gamit sa eskwela,
walang sapat na bilang ng teachers at ang laki-laki ng pagkukulang natin sa non-teaching
personnel, yung mga education support personnel natin. Ano ba ang mga iyon? Mga librarian,
clerk, guidance councillors, custodians. Lahat ng mga yan ay ginagampanan, nagiging
kabahagi ng mga gawain ng ating mga teachers kaya mas lalong tumindi ang pagiging
overworked ng ating mga teachers. Yun yung sa technical aspect. Pero mas matindi yung
posisyon namin sa pagkontra sa implementasyon dahil dun mismo sa curriculum.
Unang-una, hindi malinaw yung curriculum. Hindi buo, ibig sabihin hindi nila tapos
kung ano ba ang magiging content ng mga curriculum mula kinder hanggang senior high
school and yet nagpatupad sila nito. Bakit ko sinasabing hindi buo? Nandun lang sila sa
aspect ng pagtatakda na may kinder, elementary, junior high school at senior high schools,
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at mga strands. Pero ano yung mga laman ng mga particular subjects? Kaya kung halimbawa
pumasok ka sa mga senior high schools ngayon, titignan mo, hybrid o nagkakanya-kanyang
pagdedevelop ang mga eskwelahan kung paano idedeliver yung mga strands na idedeliver
sa kanila.
Pangatlo yung usapin sa kung ano ang layunin, yung patutunguhan? Ang tingin natin
dito, kabahagi ito ng pagbibitaw ng gobyerno sa kanyang responsibilidad na pag-aralin ang
mga mamamayan. Ang kanila ngang tagline, “kapag K-12 graduate ka, employable ka na”.
Ito yung kanilang solusyon sa problema na hindi nakakapag aral ang mga kabataang Pilipino.
Parang sinasabi nila na hindi mo na kailangan kumuha ng college degree kasi employable ka
after graduating senior high school. So ang ibig sabihin, naging makinarya ang K-12
curriculum upang bitawan ng gobyerno ang kanyang responsibilidad sa kanyang mga
mamamayan na magbigay ng libreng edukasyon.
Pang-apat, tignan natin kung ano ang ba ang nangyari simula noong ipatupad ang K-
12. Lalo siyang tumugon doon sa pangangailangan ng global market in terms of producing
cheap labor. Yung maging teknikal, yung pagproduce ng mga semi-skilled workers, yung ating
edukasyon, at hindi ng professionals. Tignan mo, pasukin natin ang mga senior high schools,
ano ang tinuturo?
Ito yung medyo masakit, hindi naman sa minamaliit yung pagiging ganun pero bakit
naka focus na tayo sa pagpproduce ng mga graduates na bihasa sa pag housekeeping,
bihasa sa massage therapy, bihasa sa paggawa ng mga semi-skilled or cheap labor na
kinakailangan abroad. Ibig sabihin, nakadisenyo tayo, nakadisenyo ang gobyerno, sa ilalim
ng K-12 upang sa ang ating mga mamamayan ay dalhin sa labas ng bansa. Hindi upang
magcreate ng local employment. Ang tawag natin diyan ay dextrous economy, nakasandal ka
sa ekonomiya ng ibang bansa. Paano kung bumagsak ang ekonomiya ng ibang bansa? Ano
ang mangyayari sa mga OFWs mo. Sa Pilipinas, at dahil wala namang economy na handang
tanggapin sila, mag-eend up sila to be unemployed.
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Regarding the issues faced by the teachers due to the implementation of the K-12
program.
Terible yun. Una sinasabi ko na hindi handa yung curriculum, hindi handa yung mga
dapat na magtuturo so ang nagdedevise diyan ay ang ating mga teachers. Sa pag-aaral natin;
the smaller the class, the more effective the training is. Ang ginawa sa ating mga teachers ay
nagkaroon ng mass training ng mga teachers. Yung thousands na mga teachers sabay-sabay
na nagtrain at yung instruction dito ay hindi malinaw. So ang nangyari, ang input ng mga
teachers natin dito, ay kapag sa training ay hindi pwede ang magtanong kasi yung mga
pumupunta sa training, hindi naman nila naiintindihan dahil sa dami nila so ang nangyari ay
nag rerely sila sa information batay doon sa hand outs na dala nila,so naging mechanical.
In terms sa day-to-day na problema ay yung nga, ang pinakamasaklap diyan ay yung
walang libro, walang gamit na pangturo so kanya-kanya ng pagdedevise ng mechanisms ang
ating mga teachers kaya sobrang naging pahirap ang naging implementation ng K-12.
Hindi tayo tutol na pag-ibayuhin ang kaledad ng edukasyon. Ang sinasabi nga natin
pag binabago mo yung kaledad ng edukasyon ay dapat inaabot mo yung requirements, yung
pangangailangan, yung inputs ng ating mga eskwela. Hindi maabot yung quality education by
mere adding two years or three years yung number of schooling. Kahit nga na sampung taon
yan, kung sapat naman yung bilang ng classrooms, teachers, mga kawani, at nandun yung
gamit sa pagtuturo; ay magiging kaledad yun. Kahit na gawin pa nating 20 years ang ating
education, kung wala ka paring libro, walang sapat na bilang ng mga teachers, at yung mga
teachers mo ay hindi well-paid; ay wala pong mangyayari.
Sa international na antas, may unity sa ranks ng mga teachers na sinasabi ng mga
experts na may apat na pillars ang quality education.
Quality funding, dapat yung pagpopondo sa edukasyon ay sa minimum ay naabot niya
yung 20% nung national budget at 6% ng gross domestic product. Nananatiling nasa 3%,
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pinakamataas na yun, ng gross domestic product yung ang allocation ng budget sa education
sector.
Pangalawa, quality curriculum; so dapat malinaw yung curriculum at saka yung
curriculum dapat ay tumutugon doon sa pangangailangan ng kanyang lipunan. Halimbawa,
ang Pilipinas ay isang agricultural state, dapat nakapokus sya sa pagdedevelop ng mga
graduates na tutulong upang mag develop yung agrikultura; mag invest sa rice ang kanyang
lipunan, hindi yung turuan mo sila mag gupit, magmasahe para ipadala sa abroad.
Pangatlo ang sinasabing learning environment, quality learning environment. Ngayon
hindi ka magkakaroon ng quality learning environment kung ang mga classrooms mo ay
delapidated, mga classrooms mo ay hindi well-ventilated, ang mga classrooms mo ay hindi
mo alam kung eskwelahan ba yan o kulungan.
At ang pang-apat, ang pinaka importante diyan ay yung quality teachers. Kung yung
quality teachers naman natin, well; sapat yung trainings natin and in fact overworked pa nga
ang mga teachers pero hindi yan magiging quality hanggat hindi natutugunan ang batayang
karapatan ng mga teachers. Andiyan yung sweldo, andiyan yung benepisyo at yung pagkilala
sa kanyang mga karapatan bilang mamamayan. Ano ba ang kanyang mga karapatan doon
sa oras ng pagtrabaho, yung karapatan niya doon sa normal loading.
So ibig sabihin na doon sa apat na criteria na iyon na itinatakda ng quality learning,
yun dapat ang abutin ng gobyerno. Ang mahirap nga dito, dahil ipinilit yung K-12, at hindi
handa ang pamahalaan; walang pag-aaral, walang paghahanda, at hindi it tinignan at naka
tugon sa batayan ng mga mamamayan ay kasalanan na naman daw ng teachers dahil sa
kapalpakan ng mga teachers. Dahil sa kapalpakan ng K-12, teaching factor na naman ang
nagiging “kasalanan” ng mga teachers.
When asked if the K-12 program has any positive side.
Ang hirap tignan yung positive side kasi unang-una, natakpan niya pa yung sanang
may pag-usog na doon sa mga nakukuha natin; halimbawa sa kalagayan sa paggawa ng mga
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teachers natin, medyo mas paatras, medyo mas nagiging over-worked ang mga teachers
natin. Yung mga teachers natin noon, makikita mo na mayroon silang mastery sa kanilang
mga subject, ngayon dahil sa K-12; yung spiral na sinasabi, you have the learning of a little
of everything and you dont develop the mastery of anything. Wala kang mastery. So kung
titignan mo itong aspect, mayroong problema. Hindi mo din masasabi na may positive kasi
susukatin mo lang naman ang education batay sa output which is the graduates, and second;
yung kalagayan ng mga stakeholders. So in all aspects, in all criteria, babagsak ang
education.
Siguro isang positibo nito ay ibinukas niya ang katotohanan na ang gobyerno talaga
ay hindi niya intensyon ang iresolba ang kalidad ng edukasyon, pati yung access sa
education. Ang makikita dito ay nabuyangyang talaga na ang gusto talaga gawin ng gobyerno,
through the introduction of the K-12, ay magkaroon siya ng ligal na batayan upang iwanan
niya ang responsibilidad na pag-aralin ang kanyang mamamayan kasi nga naiisip na ng mga
tao na kapag grumadweyt ka sa senior high school edi hindi mo na kailangan mag-college.
Edi parang sila ay umaatras. So, wala nang magttake ng entrance exams sa state universities
and colleges kasi nga, tingin nila, employable sila. So andun, nakalusot siya.
Sa tingin namin, ay kahit na may parang pre-tertiary education na yun, yung question
nga diyan ay mas malalim pa. Ano ba yung access ng kabataang Pilipino sa state universities
and college. Outnumbered ang ating mga state universities and colleges ng mga private
schools. Pangalawa, yung ating state universities and colleges, nandiyan yung limit ng
number of students na kanilang pinapasok.
Totally, labag iyon sa karapatan ng mga mamamayan. The mere fact na nag-iimpose
ka ng quota, nilalabag mo ang kanyang karapatan na magkaroon ng edukasyon. Hindi
kasalanan ng bata kung hindi siya umabot sa quota, and by the way yung quota; ay hindi
naman talaga yan sukatan ng kalidad. Yung quota, nag-iimpose ng quota yung mga state
universities and colleges kasi yun lang yung kaya niyang tustusan, so very unfair yun sa bata
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na hindi umabot sa quota. Sasabihin nila, “mahina siya, bumagsak siya sa mga exams”. Hindi
kasalanan ng bata kung naging produkto siya ng isang bulok na basic education. Hindi mo
pwedeng labagin yung kanyang karapatan. Dapat bukas ang mga eskwela, lalong lalo na sa
kanyang mga mamamayan.
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APPENDIX L: Interview Notes from Dr. Proceso T. Lera
Interview Last December 11, 2018
On his views and first impression on the K-12 Program
As we all know, the K-12 is a huge program which affects a large population as it
prepares the students either for higher education and even employment and with this, I see
that the K-12 is a helpful program implemented by the government. Upon its
implementation, the first question that I thought of was “Do we have the resources?”. DepEd
provided for the needs of the school however it was not enough.
On how did the school cope up with the deficiencies of the new program
Providing and completing the needs and requirements of the school was more of a
matter of initiative, together with the help already provided by DepEd. For example, the
training of our teachers was at some point on our own effort as we send them to attend
trainings and seminars in DepEd and even in other schools for them to gain additional
information.
On the challenges and changes that he has faced due to the K-12 Program
On my part as a principal, when we talk about the workload, I can say that it is
challenging as we now have to take a look at not only the Junior High School level but also
with the two new levels which is the Senior High. Adjusting to the new curriculum is another
challenge. “Doble ang trabaho” and despite that, there is no additional compensation.
On the challenges and changes that the teachers have faced due to the K-12 Program
For the teachers, I can say that it is also challenging for them. The new curriculum
makes “all the teachers teach all”. Hindi tulad dati na sa isang taon, isang focus lang. Ngayon
lahat ng tungkol sa subject ay kailangan alam mong ituro. (Dr. Lera pertaining to the Spiral
Progression brought about by the K-12 Program). Similarly, heavier workload but no additional
compensation.
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On his current views regarding the K-12 Program
For the past few years I can say that the K-12 Program is effective. Graduates not only
get to study for higher education, but I also see students go straight to work after. Especially
those who underwent Tech-Voc. In terms of readiness, I can say that we are also ready since
we have already started the program and it has been ongoing for a number of years already.
The K-12 Program is effective although I have to admit that it still needs a little “retouching”.
Interview Last March 12, 2019
On the preparations and changes that he went through for the K-12 Program
First task that had to be done was to inform the teachers of the changes that will
happen due to the implementation of the K-12 program. Orientations were conducted wherein
information regarding the K-12 was disseminated among the teachers. Just like the teachers,
he also attended seminars and meetings for the new program for “capacity-building” in order
to prepare and have a smooth transition for the new system of education.
On the major noticeable change brought about by the implementation of the K-12
Program
A notable change that the school has faced is with the rise in the number of student
population. The large influx of student population brings about the issue of if the school is
capable of coping up with the number of students with the available facilities that it has.
On the support provided by the government
Dr. Lera assured that the government did its part to provide support for the new system
of education. He mentioned of the support provided by the Department of Education,
specifically through the Division Office, in terms of equipment and gadgets such as computers,
to be used by the school. He also mentioned of the trainings and seminars that the Department
of Education provides for the teachers in order to further improve in their teaching.
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On the sufficiency of the support provided by the government
Although support was provided, as mentioned earlier, Dr. Lera still mentioned that
there were still things that needed to be improved on, and that there were still deficiencies
present such as on equipment and facilities. This was resolved by the school through its own
initiative and also with the help of some NGOs and LGUs.
On a scale of 1-10 (10 being the highest), how effective was the support provided by
the government
Dr. Lera gave a grade of 8 for this question. Although support was provided and it did
help for the transition, as stated beforehand, there are still areas for improvement as lack of
resources is still a present issue.
On the changes in the performance of teachers
When it comes to teacher performance, there is an evident change observable as
teachers are now able to teach better due to the fact that they are now teaching their
specializations in a general manner. The trainings and seminars were helpful to the teachers
to cope up with the spiral progression of education.
On how teachers’ performance is gauged and measured
Dr. Lera briefly answered this question by saying that the performance of teachers are
measured through observations and also through the performance of the students.
On the changes in student performance and output
There is indeed a huge change in terms of performance of students due to the change
in curriculum. He showed his satisfaction on student performance, especially for those taking
in the Tech-Voc branch. He further specified his satisfaction for students whose
specializations were in “Breads and Pastries”, and “Electricals”. He mentioned that there is no
sense of dissatisfaction on the way that his students were performing.
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On the National Achievement Test results
When asked about the National Achievement Test results, he stated that it is hard to
reach their target of a score of 75% with one reason being that the students do not take the
said test seriously. Dr. Lera also states that they are doing the best initiatives to see
improvement in the said area.
On how students’ performance is gauged and measured
It was stated that the more performance-based strands such as the Tech-Voc option
make use of Practicum Assessment Centers to measure their performance. Additionally,
conducting research was also a tool used to measure the performance of students.
On his first impression on the K-12 Program
He was optimistic about the K-12 Program prior to its implementation. Like other
people, the key characteristic of the program upon first observation for him was the addition
of two more years in the basic education system. For him, the additional two years was a tool
to be used for further developing students with more skills upon graduating.
On the effectiveness and readiness of the K-12 Program
In terms of effectiveness, it has shown positive results. He further gave emphasis on
the success of the Tech-Voc strand as he states that several of his students find work after
graduation. He however mentions that in terms of readiness, it is not yet a complete 100%
due to the different insufficiencies present even up until the present. The lack of facilities,
equipment, and even of teachers are still a recurring problem within their school.
On the weakness of the K-12 Program
He briefly reiterated that a weakness of the implementation was the incapability to
provide for every need of the new program. A recommendation he had in mind was to revisit
the K-12 Program and the law to find lapses so that the program could be further perfected.
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APPENDIX M: Transcript of Interview with Mr. Jay Mhar Gaffud
Were there and what were the support provided by the government for the
implementation of the K-12 program?
Sa totoo lang, napakaraming suporta ng gobyerno para sa K-12 program, like for
example; hinanda ang mga teachers kasi nga sila yung haharap sa mga kliyente namin so
hinanda sila sa pamamagitan ng mga seminars and workshops. Like for example, ako,
umattend ako ng 18 day-seminar, walang uwian just to prepare teaching sa specializations
namin. I’m teaching humanities and social sciences so for 18 days nilagay kami sa isang
room, sa isang hotel, then nagpull-out ng iba’t-ibang professors from different colleges to train
us, or those who are considered as experts.
Syempre ang mga school administrators din, they are also prepared. They also
attended a series of trainings and seminars on how to implement the curriculum effectively
and efficiently; mga principals, mga superintendents, mga what-not.
Tapos syempre ang mga schools din, nakasuporta sa schools sa pamamagitan ng
pagprovide ng mga facilities, depende sa kung ano ang inooffer ng paaralan. Like for example
dito, marami kaming technical-vocational so ang nagprovide ng mga bagong mga equipment
para makapagturo effectively and efficiently yung mga teachers, at saka learning materials
din ng DepEd. Napaghandaan naman nila yung pagpasok ng K-12.
Regarding the seminars and trainings.
In our training, it was very interactive; interactive training naman. Tapos ang
culminating ng, kasi ano siya, ang training namin is by the topic, so for example; under the
curriculum ng humanities and social sciences, ito yung mga subject. So sa bawat subject
merong training for that. At ang culminating nun, for example if you are willing to give a
demonstration sa mga teachers, kasi parang ano siya, may feedbacking sya.
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Was the support sufficient?
Although nagbigay sila ng mga trainings, still it is not enough kasi ang K-12 is napaka-
bago sa pandinig. Kumbaga parang baby parin siya sa ngayon. Although meron namang mga
follow-up trainings, follow-up seminars na ginagawa at naririnig ko na magkakaroon din, yung
dating 18 days namin, magkakaroon siya ng follow-up din and hopefully. Kasi sa totoo lang,
you cannot squeeze in the curriculum sa 18 days so parang it needs to be that you need to
be an expert sa pag-implement ng curriculum.
Sa napapansin ko, since may kakulangan sa teachers, nagiging interdisciplinary ang
pagtuturo namin. Like for example, before I was handling four subjects at the same time na
hindi interrelated, and also yung research, yun din mabigat; I’m checking a lot of papers, ako
lang mag-isa.
Siguro yun, doon ako nakulangan kasi, dahil nga sa kakulangan sa guro, nagiging
multi-disciplinary ang pagtuturo. At syempre halimbawa, kung ang teacher, hindi niya
specialization at pagtuturuin siya ng isang subject, parang na-sasacrifice.
Rate the support by the government from 1-10.
For me, I can give it an eight (8) para may room for improvement. Marami pang dapat
na i-improve sa kanya.
Are there any noticeable changes in teacher performance?
Yes kasi nga iba ang demands ng senior high school curriculum compared to the junior
high school curriculum. Like for example, we are semestral, parang college na kami. For the
first semester, iba ang set of subjects sa second semester. So yung teacher, parang, since
nag-iiba ka ng subjects, yung preparation mo nag-iiba. Tapos yung approach sa bata iba na
rin, hindi tulad sa junior high school approach na parang bine-baby, dito hindi. Although they
are high school students, parang we are treating them as parang college na din. Parang
minemerge, merging of high school and college. Parang hindi mo naman masyadong
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mahigpitan kasi nga they are still high school pero hindi mo naman din pwedeng hayaan lang
basta kasi nga hindi naman, they are no child. So it’s very challenging.
Sa performance ng teacher, nakaka-cope up naman sila sa demands ng curriculum.
Yun nga lang, intense ang preparations.
How do they gauge the performance of teachers?
We are very strict with that kasi by the end of the school year, meron kaming RPMS-
PPST na self-evaluation tools for teachers. We will rate ourselves depende sa performance
in teaching for the school year and then this rating will be validated by your head. So ang ano
namin, are you outstanding? Very satisfactory? Satisfactory? Unsatisfactory? So i-rrate mo
ang sarili mo based on how you performed. Tapos kailangan, medyo madugo siya kasi
kailangan merong mga attachments ka or may mga nakalagay doon na, example; ginawa mo
ba ito? If yes, nasaan ang evidence mo? Ang tawag doon ay MOVR or “Means of Verification”.
So medyo mabigat siya, kumbaga yun yung parang thesis namin towards the end, medyo
makapal siya. Dala-dala namin tapos i-eevaluate ng head namin. So bukod sa grades
ginagawa din namin yun.
And also observations, part naman din kasi yun. Kapag hindi ka nakapag-four
observations, pwede yung maging reason sa pagbaba ng performance rating me. You have
to be observed by your head or your principal four times in a school year.
Is there a point of dissatisfaction on output or even performance of teachers?
Yun nga siguro, yung nabanggit ko kanina, yung about sa kakulangan at pagiging
multi-disciplinary. Kumbaga minsan nakakapagturo ka ng subject na hindi mo specialization
dahil sa lack of teachers. Yun yung minsan nakakalungkot kasi halimbawa Admin IV ako pero
I was forced to teach a subject that is not even my major. Ang hirap. Pinapagturo nila ako ng
social sciences eh ang forte ko philosophy. Pinagtuturo ako ng research. Para na din kaming
nagiging jack-of-all-trades.
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What other methods do you use to measure student performance and are there
noticeable trends?
Ang pagsukat sa student performance, mayroong variation kasi meron tayong
tinatawag na multiple intelligences. For example, magpapagawa ka ng isang performance, so
yung magiging basis nila ay iba-iba. Gagawa ka nalang ng mga scoring rubrics on how to
grade them based on their performance kasi ang hirap na isang assessment lang on their
performance. Halimbawa pakantahin mo silang lahat? Paano yung hindi marunong kumanta?
Problema yun diba? So kailangan, mayroong variation on assessment. Ako, that’s what I did
with my class. Mayroong varied modes of assessment based on the strengths of the students.
Pero syempre we cannot compromise the summative assessments like for example
the quizzes, the exam. Pero kasi, in the end of the day, the biggest chunk of the performance
is the performance task. Tatlo kasi yan, meron tayong written work, performance tasks, and
quarterly assessments. Yung written work ayan yung mga quizzes; long quiz, essay, or what-
not. Performance task, ito talaga yung activities na ginagawa ng bata na nagpapakita ng
kanilang learnings. They can do poster making, they can do role play, they can do
presentations, debates or what-not depende sa topic. Then yung quarterly assessment, yun
yung tinatawag na periodical exams. Usually 25% ang written work, 25% ang periodicals,
minsan pa nga 20-20 pa yan eh. The biggest chunk always goes to the performance task.
Kaya nga yun siguro yung maganda. Yung pagkakaroon ng iba-t-ibang mga performance
tasks to the advantage of the students.
Is it really performance-based lately?
Yes, very much totoo yan. We give highlight sa performance output. Output talaga kasi
for example, mahirap yung naintindihan mo lang. “Alam kong magbake ng tinapay”, alam mo
lang pero paano gawin, is a different thing. Knowing is different from doing, so output parin.
We cannot solely focus on pen and paper assessment kasi kailangan alam nilang gawin kaya
nga the biggest chunk goes to performance task.
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First impression sa K-12 program.
Actually, ang first impression ko was not good because it will really be an added
burden to the parents. Tayo nga eh, nagawa namang itawid ng wala namang K-12. Tapos
what is our assurance that by adding two years, it will really serve its purpose? Like for
example, by adding two years, job-ready na, eh hindi naman ganun ka-ready talaga so ganun.
Yun yung mga negative views ko sa K-12.
How do you see the K-12 now?
Lately nakita ko naman yung mga improvement ng mga bata although siguro kung i-
rrate ko ng 1-10, siguro nasa 7. Hindi pa ako fully-convinced. Example ako, as a teacher, I’ve
been here for more than two years so nakikita ko na yung first products namin. Pero kasi by
the end of the school year, hindi parin sila sure kung ano yung tatahakin nila after even their
particular strand. So parang meron paring problem and hopefully it should be addressed in
the near future.
In terms of effectiveness, does the K-12 meet its goals?
In terms of effectiveness, I think so kasi meron tayong apat na curriculum exits for K-
12. Meron tayong trabaho, negosyo, kolehiyo, and yung middle-skill development. So sa
trabaho, is for work, so after the K-12, given the competency that we have, kasi sa ibang mga
tech-voc namin, meron silang atleast MC II, na makapag pa assess sila para sa pag-alis nila,
meron na silang bitbit na diploma nila. Tapos negosyo, we have ABM and Tech-Voc na you
can venture into businesses. Then meron tayong kolehiyo, usually ito yung academic tracks
where they are being prepared for college. And then yung middle-skill development is yung
TESDA, for example gusto pa nila i-further enhance yung competency nila dito, pwede sila
tumuloy for TESDA and I think nagagampanan naman ng senior high school yung
pagpprepare ng bata for those curriculum exits even though may kakulangan sa facilities, like
for example kakulangan sa facilities, nagagawan naman ng paraan na makapag assist. And
we are very proud na almost all our students nakakapasa sila sa mga certifications.
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In terms of readiness?
Readiness? Nako hindi. Ibang usapan na kasi ang readiness. Kung ako ang
tatanungin, it’s not ready although sabi nila pinagpprepare-an na nila ito before the
implementation, for me parang hindi siya ganun ka, in spite of the seminars, of the trainings;
kung readiness ang pag-uusapan, hindi siya ganun talaga ka-ready. Hindi ready i-embrace.
Pero sabi, acceptance. Kung ready daw although hindi naman ready, through acceptance and
patuloy na support, I think will be okay. So in the future siguro ma-aaccept natin ito.
Do you think the program and/or the law has any weaknesses?
Sa batas, okay. Sa implementation ang problema. For example, bakit ko nasabing
hindi ready? Yung teachers, kulang ang teachers. Trainings, kailangan pa i-intensify yung
trainings. So, ayun na nga, as long as DepEd continues to support the program, we are very
positive that time will come that it will be stable like yung other offerings ng DepEd.
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APPENDIX N: Transcript of Interview with Ma’am Arlene Orillaneda
What preparations and changes have you faced for the transition?
So when we were informed that we will be offering the senior high school, diba nga
yung implementation ng K-12 of course we expect that we will be offering the senior high
school, kasama na talaga doon. The focus is the senior high school diba? So we conducted
yung feasibility study for the preparations. And then of course, we prepared for the subjects
to offer so syempre titignan mo kung ano yung available resources in the area, yun yung
pinag-aralan namin para swak doon sa subjects to offer. Meron din kaming community
mapping; we conducted surveys, kung ano yung gusto nilang i-offer na subjects. And then of
course we consulted the parents if they are willing to support the program. Nagkaroon pa kami
ng caravan, hindi kami excited, nag-caravan kami, umikot kami sa area, namigay kami ng
flyers informing them about the subjects that we will offer. So we really tried our best to
encourage the people within the community to support the program.
What changes has the school as an institution faced since then?
For the changes, of course, merong changes. Diba, instead of, kagaya ng sinabi ko
kanina, so yung instead na grumaduate na sila, kailangan pa nilang magdagdag ng two years.
So talagang nakakapanibago yung sitwasyon kasi additional expenses for the parents, tapos
instead na mag-aaral sila ng college, then go to work, kailangan pa nila mag-aral.
Pero yung other side naman, yung positive side naman, lalo na dito sa Judge
Belmonte, we offer SMAW (welding) tapos meron kaming sa electricity kaya ano palang sila,
marunong na sila kaya pwede na silang magtrabaho. Meron kaming beauty care, yun yung
mga courses na in-ooffer namin, ang mga bata marunong na sila mag-manicure, pedicure;
ngayon palang kumikita na sila. Yung iba marunong na sila maggupit. So talagang yung mga
bata, prepared na sila para makapagtrabaho kahit paano. Meron din kaming ano dito, “Hotel
Feliciano”, housekeeping. Kaya pwedeng pagkatapos nila mag-move-up, pwede na silang
magtrabaho kasi meron na silang experience. Meron kami diyang hotel para diyan sila
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magpractice, pano mag-ayos ng beddings at iba pa. Sa beauty care, meron kaming manicure,
pedicure, may massage kami, mayroong haircut. Kaya ang mga estudyante namin, kikita sila
talaga agad after school kasi ngayon pa nga lang, hindi pa sila tapos mag-aral, kumikita na
sila.
Kaya maganda din siya. The other side of the curriculum is maganda kasi we are
preparing these students to be productive in their young age. Productive na sila, kahit na
walang trabaho ang parents, “ah kikita na ako through manicure/ pedicure”. So maganda siya.
So sa changes, of course, sa competencies natin sa grading system nagbago kasi
more on performance. Performance-based tayo. Dati kasi eto lang, 20% ang test pero ngayon
more on performance. Performance-based, kung wala kang performance, kahit na araw-araw
ka diyan, wala ka. Ngayon kung makakapag-absent ka man, at kung sa araw na iyan ay
makakapagperform ka ng bonggang-bongga, so maari mo pang taasan kasi performance-
based nga tayo.
How did the government/ DepEd give support to the school in response to the
implementation of the new program? What kinds of support did they provide?
Pa-unti-unti naman. Yung sa buildings, dati kulang kami ng buildings, ngayon meron
na kaming additional buildings for the senior high school. Medyo okay naman sa sufficiency
ngayon kasi sa likod meron kaming senior high building so doon may laboratories sila.
Mayroon silang welding doon, meron silang sa electricity. Tapos sa junior high meron din
kaming sa welding at electricity. Tapos meron namang iba naming kagamitan, pinoprovide
naman.
When asked regarding teacher trainings and seminars.
Madalas marami kaming trainings. Before the full implementation of the K-12, they
conducted trainings talaga, series of trainings for teachers. Iba’t-ibang mga levels yun, so for
the grade 7, 8, ganon. So may trainings naman and sufficient naman.
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If you could rate the support provided on a scale of 1-10 with 10 being the highest, how
much did it affect and even help for a smooth transition?
Siguro nasa 8 siya. Wag naman 10 kasi may kulang pa. Kagaya nung sa number of
teachers, insufficient ang number of teachers. Yung iba nanghiram lang ng teachers. Sa amin,
nanghiram lang ng teachers sa junior, inakyat sa senior high para may magturo. So ayun,
nasa 8 siguro, pwede na siya.
Were there changes on how teachers perform within classrooms?
Ang mga teachers namin dito ay mga bata pa, agresibo sila at magagaling, masisipag sila.
So when it comes to performance, walang nagbago, kasi talagang likas na silang magagaling,
masisipag. Ang nagbago lang, yung sa sobrang dami ng kanilang paperworks na binibigay
ng DepEd sa ngayon. Na, more time doon sa paper; para na silang clerk, parang they are
doing clerical jobs na instead of focusing on their teaching professions, nagiging clerk na sila
sa dami ng forms na pinapagawa, sa dami ng pinapapasa na papel, wala nang enough time
to prepare for their lessons kaya haggard sila.
Did their workload get heavier?
Bumigat dahil sa sobrang dami ng gawain. Yung paperworks talaga yung nakakabigat.
Siguro kung bawasan nila yung paperworks para makapagfocus ang teachers sa pag-iisip ng
strategies, paano matutugunan ang pangangailangan ng bata. Bawasan ang paperworks, yun
ang problema, kasi ang dami ng paperworks. Tapos meron din kami ngayon, yung how to
rate your teachers, yung RPMS , ang dami-dami doon iccomply na kung ano-ano kaya ayun.
Pero when it comes to the performance of our teacher, maganda ang performance ng
teachers, they are performing. Ang school na ito, sa NAT, sa rank, pasok kami sa bottom 10
last time pero umangat kami sa rank 3 dahil masipag at magagaling ang teachers namin.
How do you gauge or measure your teachers’ performance?
Meron kaming, yun nga, yung RPMS. We also conduct classroom observations. So
nakikita namin kung ano na yung mga teachers.
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In terms of student performance and output, were there visible changes since and
during the transition?
For the students naman, in terms of student performance, performing naman ang mga
students namin ang kaso lang, yung iba kasi, lalo na sa senior high, yung mga bata kasi; hindi
sineseryoso ng iba. Pero so far, okay naman kasi yung mga teachers namin nandiyan naman,
nagtuturo naman, so okay naman.
Were there visible changes for the National Achievement Test?
Mataas ang NAT namin, ang mga teachers namin hardworking, performers talaga sila;
masisipag talaga sila with the support of the administration kaya napag-handaan.
What were your first impressions on the K-12 Program? Did it change throughout time?
How or why? Comments on effectiveness and readiness
Ito? First impressions? “Ay! Ano na naman yan?”, especially for the parents. Andun
yung doubt nila sa program, ang tingin nila dito is burden, additional burden; lalo na yung two
years, additional burden siya. Pero ngayon natatanggap na nila, especially now na yung mga
bata, kumikita na sila in their own ways kasi may natututunan sila sa school. May mga
estudyante dito na nakakapagbake, kasi meron din kaming cookery dito, so nakakapagbake
sila ng cake, tapos minsan nagtitinda na sila ng mga brownies, cookies. Meron kaming cafe
dito, mayroon na kaming cafe, mayroon ding hotel. So yung mga nasa cookery, naglalagay
sila ng mga food, mga ano nila, kaya nakakapag handa naman sila.
In terms of effectiveness, acceptance and readiness; what is the status of the K-12
Program in meeting its goals?
Syempre nung una, hindi naman ganun, syempre naman nung una, abrupt ang
implementation, wala naman tayong magagawa kundi to support the program, so nandyan
na. Nandyan yung parang, una, reluctant ka pero wala kang magagawa, nandiyan na eh.
Nandyan ka sa system, kailangan mo sundin. Ngayon, fully accepted na siya, we have
adjusted fully kasi nung una pa nga, sinabi ko sayo, hindi kami excited so nagpacaravan kami,
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namigay kami ng flyers. Kasi nga kung excited kami, hindi kami gagalaw pero ayun, caravan
galore, inikot namin ang buond Holy Spirit to encourage the people in the community to
support the program.
In terms of readiness, are your teachers fully ready for the K-12 Program? The school? The
country?
In your opinion, does the K-12 Program, the law, and even the government have any
point(s) of weakness or points where you think can still be improved on?
So sa weaknesses, lagi namang may strengths and weaknesses ang mga bagay.
Weakness lang siguro natin yung pagiging abrupt ng implementation, we were not fully
prepared, pero natutugunan naman. Pa-unti-unti naibibigay naman yung pangangailangan.
