Status : Verified
| Personal Name | Canon, Danny H. |
|---|---|
| Resource Title | School culture, teacher professionalism and K to 12 educational reform : perspectives from grade 7 public school teachers. |
| Date Issued | January 2015 |
| Abstract | This study sought to identify the perspectives of public high school teachers in Kasiglahan Village National High School on the existing school culture, teacher professionalism and K-12 educational reform. The study employed narrative inquiry as a qualitative method of research. There were 32 teacher-respondents in the study. These teachers were the ones handling grade 7 and grade 8 under the K-12 educational reform. There were seven interview questions presented. The first interview question was made to gather the profile of the respondents. The second interview question was prepared to get the perception of the respondents on teaching professionalism influenced by personal factors, the third interview question was asked to get their perspectives on teaching professionalism by interpersonal factors. The fourth was to get the dominant school culture as perceived by the respondents. The fifth was made to gather their perceived status of K-12 educational reform. The sixth and seventh were made to ask the respondents of the perceived effect of the educational reform to their teaching professional and the existing school culture. The respondents perceived that the new curriculum, K-12, gave way for better school culture. As they mentioned, the new curriculum paved way for cooperation. It affected their professional relationship and created a climate that searches for professional growth. They accepted that the established comfort for the new curriculum leading to professional stagnation was disturbed enabling them to move into action. Involving this, they had to communicate, collaborate and build partnership with fellow teachers. The findings affirmed the concepts that surface throughout the study. These were the perspectives of the public high school teachers specifically from Kasiglahan Village National High School about school culture, teacher professionalism and the K-12 educational reform. |
| Degree Course | Master of Arts in Education ( Educational Administration) |
| Language | English |
| Keyword | public high school teachers, professional relationships, school culture, basic education, teacher professionalism, teaching professionalism, K-12 educational reform |
| Material Type | Thesis/Dissertation |
Preliminary Pages
10.20 Mb
Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access