ManuScript Details
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Paper Id:
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IJARW2254
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Title:
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TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 6 Issue 5 |
| Pages: |
21
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| Published On: |
11/25/2024 7:21:57 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Melisa R. Sumbilon |
| Institute: |
Central Mindanao University |
Co - Author Details
| Author Name |
Author Institute |
| James L. Paglinawan |
Central Mindanao University |
| Epiphany C. Sombilon |
Central Mindanao University |
Abstract
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Research Area:
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Administrative sciences |
| KeyWord: |
Teaching-learning resources, professional engagement, curriculum implementation practices, secondary school teachers |
| Abstract: |
This study investigates the factors influencing curriculum implementation practices among secondary school teachers in the Department of Education, Division of Bukidnon, Quezon District, for the School Year 2024-2025. It emphasizes the importance of effective curriculum delivery as a cornerstone of quality education, particularly within the context of the K to 12 frameworks in the Philippines. The research highlights challenges such as inadequate teacher training, resource limitations, and varying interpretations of curriculum guidelines, which hinder effective implementation. The statistical analysis employed in the study include descriptive statistics to assess the levels of teaching, and learning resources, professional engagement, and curriculum implementation practices. Pearson correlation coefficients and regression analysis were utilized to determine the relationships between these variables. The findings revealed that teachers reported moderate availability and quality of teaching resources, with perceived effectiveness significantly impacting their teaching practices and student engagement. Additionally, high levels of professional engagement among teachers were identified, characterized by emotional, behavioral, and cognitive dimensions. Emotional engagement fosters resilience and motivation, while behavioral engagement encourages proactive professional development. Cognitive engagement reflects a commitment to reflective practices essential for adapting to diverse student needs. The regression analysis indicates that professional engagement is the most significant predictor of successful curriculum implementation. The findings suggest that enhancing resource accessibility and providing continuous professional development are crucial for improving curriculum implementation practices. By adopting a holistic approach that integrates quality resources with professional engagement, educational stakeholders can create a more effective learning environment, ultimately benefiting both teachers and students. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Melisa R. Sumbilon, James L. Paglinawan, Epiphany C. Sombilon, "TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS", International Journal Of All Research Writings,
vol. 6, no. 5, pp. 76-96, 2024.
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MLA
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Melisa R. Sumbilon, James L. Paglinawan, Epiphany C. Sombilon "TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS." International Journal Of All Research Writings,
vol 6, no. 5, 2024, pp. 76-96.
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APA
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Melisa R. Sumbilon, James L. Paglinawan, Epiphany C. Sombilon (2024). TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS. International Journal Of All Research Writings,
6(5), 76-96.
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TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS
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TEACHING-LEARNING RESOURCES AND PROFESSIONAL ENGAGEMENT ON CURRICULUM IMPLEMENTATION PRACTICES OF SECONDARY SCHOOL TEACHERS
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