K to 12 teachers' teaching on selected national high schools: Transmissive or transformative?

Abstract

Quality teaching is linked to quality learning. This research study aimed to investigate on K to 12 teachers' teaching in selected national high schools. The four areas investigated were teaching-learning processes, learning assessment strategies and tools for students' learning, pedagogical knowledge, and classroom management practices. The respondents of the study were ninety-eight science teachers from the different national high schools in the second district of Iloilo. A mixed method research design was employed to gather data. Two sets of questionnaires, Quality Science Teaching Questionnaire" (QSTQ)" and the "Pedagogical Knowledge and Classroom Management: Role of Science Teachers" (PKCMRST), were given out and answered by teacher respondents. Interview and random classroom observations to gather fields notes were done to obtain the qualitative data comprehensively. Analysis and interpretation of data utilized the Convergent Mixed Method Design.The mean scores revealed that K to 12 teachers' teaching is transformative in all the four areas of investigation: teaching-learning process, learning assessment strategies and tools, pedagogical knowledge and classroom management practices. Teachers' practices from the interview and classroom observations further supported teaching to be transformative. Overall results revealed that teacher's teachings are transfrN rotive and thus there is a congruency between teachers perception and actual teaching practices. The findings can be beneficial to the Department of Education, school administrators and teachers for it can give them a clear picture of the paradigm shift in teaching, sustained and enhanced to assure that quality learners are produced and thereby address the goal of the K to 12 programs.