Proficiency of Grade 7 English Teachers and Their Readiness for the Implementation of the K to 12 Curriculum
Keywords:
Proficiency, Readiness, Implementation, K to 12 CurriculumAbstract
The purpose of the study was to assess the proficiency level and readiness of the English teachers in the implementation of the K to 12 curriculum. The respondents were the grade 7 English teachers, grade 7 students and DepEd key officials of both public and private secondary schools, who were involved in the implementation of the K to 12 curriculum. The questionnaires and proficiency test, as well as unstructured interview, were used to gather data, which served as bases of the faculty development program for the English teachers of Samar Division and Catbalogan City Division. The result showed that the grade 7 English teachers were highly proficient in vocabulary and moderately proficient in the use of English and reading comprehension. Furthermore, the attitude of the Key officials, teachers and students toward the K to 12 implementation was favorable. The English teachers were ready to implement the K to 12 curriculum in terms of knowledge of curriculum content, utilization of teaching materials and utilization of instructional methodologies; whereas, they were “moderately ready” to implement or to use instructional media. The faculty development program intends to support the English teachers in their quest for professional development that are geared toward achieving educational excellence; and to strengthen the competency and proficiency of the grade 7 English teachers; and involve them in carrying out the national educational objectives; as well as re-orient them to deepen awareness as catalysts or promoters of change. The training program comes in various phases to ensure an in-depth understanding of the topics. The budgetary estimates as well as the tool for evaluation of the training program are herein presented.
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