Teachers’ perspectives on the implementation of the “No child left behind policy”: Basis for framework enhancement

Abstract

This study aimed to evaluate the teachers’ perspectives on the implementation of the “No Child Left Behind Policy” in the Elementary Schools in Cabadbaran City Southeast District. The researchers employed the descriptive survey design utilizing adapted and validated researcher-made questionnaires. It was administered to 108 teacher-participants who were elementary public-school teachers of South-east Cabadbaran District in the Division of Cabadbaran City. The researcher used complete enumeration in data gathering. Collected data were statistically treated and analyzed using Mean. Based on the study results, the participants’ perspectives on the implementation of the “No Child Left Behind” policy in terms of school accountability and teachers’ competency were outstanding. The implementation level was very satisfactory in terms of adequate/average yearly progress, student academic performance, teachers’ level of awareness, and workload under this policy. This finding means that the teacher-participants believed this program needed no improvement in its implementation. Keywords: No child left behind policy, school accountability, teachers’ awareness, teachers’ perspectives, teachers’ workload;

Implementation of the No Child Left Behind (NCLB) Policy: Examining the Perceived Roles of Public Teachers in Prosperidad National High School, Philippines

“…In line with the study of Loeb and Figilo (2011; cited by Arante and Magarin, 2023) that the school had more need for monitoring and orientation to teachers for the NCLB policy, aside from that, the administration should have a positive accountability on the trainings at the school for reading and other related academic areas for the learning process. According to the study by Gaille (2017), the country needs to develop more standards for the educational process for individual students and even improve teacher qualifications.…”

“…The research instrument utilized in the study was an adaptation of the study of Ebarle (2023) and Arante & Magarin (2023); the researchers modified some items that were not relevant to the study's objective. It was based on the following major parts, such as Part 1, which dealt with the extent of support provided by the school administration in the implementation of the NCLB policy, which has 10 items of indicators.…”