Senior High School Teaching: A Phenomenological Inquiry

Abstract

Purpose - This study aims to explore the teachers’ lived experiences in Senior High School teaching.The K to 12 program is one curricular reform in the Philippines to ascertain that basic education graduates possess the required competencies at par with the international standards. Methodology - In this qualitative study, 15 Senior High School (SHS) teachers’ lived experiences were explored to arrive at the essence of SHS teaching at the onset of curriculum implementation. Using Husserlian phenomenological design and Colaizzi’s method of data analysis, three themes emerged from the in-depth interviews: expectations and apprehensions, experiences and strategies, and attitude and aspirations. The teachers have acknowledged their important roles and have remained optimistic despite the program’s limitations. Their unique experiences as they grapple with their new teaching assignment enthused them to explore ways to assist them in the teaching process. Findings - The findings provide academic institutions with input to revisit policies of SHS implementation by charting relevant trainings geared toward teachers’ professional development, conducting regular onsite monitoring, and providing need-based support and resources for teachers’ up-skilling and re-skilling. Significance - With the requirements towards SHS implementation and the teachers’ collective aspirations, the Department of Education can continue to provide inclusive and equitable education for all.

Perspective of High School Students and Teachers on Good Teaching: A Case Study

“…On the other hand, according to key informants, they move from individual analysis to a collective analysis, contrasting experiences with their peers and involving their own students. In view of the above, Bacus & Alda (2022), expose the concern for the effects of teaching on students. Likewise, critical and reflective aspects can focus not only on practical analysis, but also on questioning the dominant models (Sathorar & Geduld, 2018) and thus contextualize the educational process.…”

Continuing professional development opportunities: Teachers’ motivation and perceived effectiveness

“…Lastly, Kılıç and Kaymakcı (2019) concluded that instructors chose professional development activities that were specialized and relevant to their teaching methods. Although instructors receive capacity -building training and seminars to give them the necessary content and pedagogical abilities, a study by Bacus and Alda (2022) found that some teachers still feel that need-specific training is insufficient. Teachers also reported that repeated topics were not beneficial to their teaching practices, and they were, therefore, less likely to attend such activities.…”

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

“…In the academic year (AY) 2017-2018, after two years of employing the senior high school (SHS), many studies were conducted but not focused on teachers' experiences and self-assessment. These were some of the study's recommendations: related training geared toward teachers' professional growth, conducting consistent onsite observing, and providing need-based backing and resources for teachers' up-skilling and re-skilling (Bacus and Alda, 2022). After five years of implementation, what are the new curriculum's different positive and negative impacts?…”