Lived Experiences of the Principals in Senior High School Curriculum Implementation in Western Visayas, Philippines

This paper explored the lived experiences of the principals who were the heads of the Senior High School (SHS) program implementation in each school. This study used the qualitative research design, employing the Interpretative Phenomenological Analysis (IPA) as the data analysis method. Five principals from private and public Senior High School institutions in Negros Occidental, Western Visayas, Philippines were involved in the study. The data gathering procedure was through a one-on-one, face-to-face interview using a semi-structured guide which was reviewed and validated by research experts. After an intensive interpretation and analysis of the data, three superordinate themes emerged: (a) principals as curriculum designers, (b) principals as curriculum quality auditors, and (c) principals as reinventors. Findings revealed that the principals had resiliently played some roles that showed their strict adherence to the mission, goals, and values set by the Department of Education (DepEd.). Their resourcefulness and initiatives led the program's positive impact to outweigh some problems during the implementation. Therefore, the Senior High School implementation has been favorably progressing. For future studies, researchers may focus on the lived experiences of the principals under the command of their supervisors.

Keywords

EducationEducational management, Senior High School program implementation, K to 12 curriculum, lived experiences, principals, phenomenology, Negros Occidental, Philippines

Downloads

PDF JATS XML

References

1. Abulecia A. S. (2019). Lived Experience of Principals in the Implementation of K to 12 Program in the Philippines. EDUCARE: Educational Journal for Educational Studies,12(1), 1-24. Bandung, Indonesia: Minda Masagi Press. Retrieved March 10, 2020 from https://bit.ly/3uvIU36. [Google Scholar] [Crossref]

2. Abueva, A. (2021, September 3). Why does the Philippines need the K to 12 education system? Soapboxie. Retrieved October 1, 2020 from https://soapboxie.com/social-issues/The-Implementation-o-the-K-12-Program-in-the-Philippine-Basic-Education-Curriculum. [Google Scholar] [Crossref]

3. Abulencia A. S. (2019). Lived Experience of Principals in the Implementation of K to 12 Program in the Philippines. EDUCARE: Educational Journal for Educational Studies,12(1), 1-24. Bandung, Indonesia: Minda Masagi Press. Retrieved March 10, 2020 from https://bit.ly/3uvIU36. [Google Scholar] [Crossref]

4. Atienza, C. (2020, February 27). DepEd to continue implementing K to 12 amid multifaceted challenges. Manila Bulletin. Retrieved June 20, 2020 from https://mb.com.ph/2020/02/27/deped-to-continue-implementing-k-to-12-amid-multi-faceted-challenges/. [Google Scholar] [Crossref]

5. Barcelo, C. D. (2019). Problems in the implementation of k-12 curriculum by grade 11 students in Aurora Province, Philippines. JPAIR Institutional Research, 12(1). Retrieved June 20, 2021 from https://ejournals.ph/article.php?id=15282. [Google Scholar] [Crossref]

6. Barlongo, C. J. (2015). Reforms in the Philippine education system: The K to 12 programs. Business Mirror. Retrieved May 21, 2020 from https://bit.ly/3dVM5qn. [Google Scholar] [Crossref]

7. Brooks, J. S., & Sutherland, I. E. (2014). Educational leadership in the Philippines: Principals’ perspectives on problems and possibilities for change. Planning and Changing,45(3/4), 339-355. Retrieved January 27, 202o from https://bit.ly/3sVAocM. [Google Scholar] [Crossref]

8. Combalicer, L. F. (2016). Best practices and problems in the initial implementation of the K to 12 curricula among teachers in Infanta, Quezon: Implications to effective implementation of Senior high school. Journal of Education and Social Sciences, 4, 1-17. Retrieved January 27, 2020 from https://www.jesoc.com/wp-content/uploads/2016/08/Edu-4.pdf. [Google Scholar] [Crossref]

9. Coelli, M. & Greene, D.A. (2012). Leadership effects: school principals and student outcomes. Economics of Education Review, 31(1) 92-109. https://doi.org/10.1016/j.econedurev.2011.09.001. [Google Scholar] [Crossref]

10. Cansoy, R. (2019). The relationship between school principals' leadership behaviours and teachers' job satisfaction: A systematic review. International Education Studies,12(1), 37-52. Retrieved February 10, 2021 from https://eric.ed.gov/?id=EJ1201517. [Google Scholar] [Crossref]

11. Creswell, J. W. (2013). Qualitative inquiry & researh design: Choosing among five approaches. Los Angeles, CA: Sage. [Google Scholar] [Crossref]

12. Dacanay, L., & Oracion, S. (2020). Assessment disparity on senior high school (SHS) curriculum implementation. DepEd Order 19, s. 2016. Guidelines on the Organizational Structures and Staffing Patterns of Stand-Alone and Integrated Public Senior High Schools (SHS). Department of Education. Semantic Scholar. Retrieved January 27, 2020 from https://www.deped.gov.ph/wp-content/uploads/2016/04/DO_s2016_19_0.pdf. [Google Scholar] [Crossref]

13. Dizon, R., Calbi, J., Cuyos, J., & Mirnada, M. (2019). Perspective on the implementation of the K to 12 programs in the Philippines. International Journal of Innovation and Research in Educational Sciences, 6(6), 757-765. Retrieved January 27, 2020 from https://www.ijires.org/administrator/components/com_jresearch/files/publications/IJIRES_1638_FINAL.pdf. [Google Scholar] [Crossref]

14. Eyal, O. & Roth, G. (2011). Principals' leadership and teachers' motivation: Self‐determination theory analysis. Journal of Educational Administration, 49(3), 256-275. https://doi.org/10.1108/09578231111129055. [Google Scholar] [Crossref]

15. Fioriello, P. (2020). What are the benefits of K to 12 Education? Critical Issues in Education. Retrieved January 28, 2020 from https://drpfconsults.com/benefits-of-k12-education/. [Google Scholar] [Crossref]

16. Gamboa, J., Danganan, C., Gamboa, A., Koh, A., & Villanueva, L. (2020). Implementation of the senior high school program in public schools in Pampanga Philippines. Semantic Scholar. https://doi.org/10.46652/RGN.V5I25.644. [Google Scholar] [Crossref]

17. IBE-UNESCO. (2022). Curriculum (plural curricula). Curriculum (plural curricula). International Bureau of Education. Retrieved January 28, 2020 from https://bit.ly/3uqbcvP. [Google Scholar] [Crossref]

18. Hauserman, C. P., Ivankova, N.V., Stick, S. L. (2013). Teacher perceptions of principals’ leadership qualities: A mixed methods study. Journal of School Leadership, 23(1), 34-63. https://doi.org/10.1177/105268461302300102. [Google Scholar] [Crossref]

19. Hipp, K. A. & Bredesqn, P.V. (1995). Exploring connections between teacher efficacy and principals’ leadership behaviors. Journal of School Leadership, 5(2), 136-150. https://doi.org/10.1177/105268469500500202. [Google Scholar] [Crossref]

20. Jaca, C., Flores, N., Jaluague, J., Mendoza, E. Ragaas, M., & Villasante, A. (2018). The K+12 curriculum implementation: Contemporary issues in Philippine Education. International Journal of Applied Research and Studies, 2(11), 1-18. Retrieved January 25, 2020 from https://bit.ly/3uqasGZ. [Google Scholar] [Crossref]

21. Jaudinez, A. (2019). Teaching senior high school Mathematics: problems and interventions. Semantic Scholar. Retrieved January 28, 2020 from https://doi.org/10.29333/PR/5779. [Google Scholar] [Crossref]

22. Lucca Irizarry, N. & Berrios Rivera, R. (2009). Invertigacion cualitativa: Fundamentos, desiño y estrategias. Cataño, PR: Ediciones SM. [Google Scholar] [Crossref]

23. McCarthy, T. (2017). A qualitative study of the implementation of an evidence-based program in a K-12 setting. [Doctoral Dissertation, Saint John Fisher College]. Retrieved January 28, 2020 from https://bit.ly/3ouVAmZ. [Google Scholar] [Crossref]

24. Montebon, D. R. (2014). K12 science program in the Philippines: Student perception on its implementation. International Journal of Education and Research, 2(12). Retrieved January 27, 2020 from https://bit.ly/3GIJfSx. [Google Scholar] [Crossref]

25. Migallos, K., & Cabahug, R., & Hipol, A. (2020). Preparedness of [K-12] teachers for the implementation of the senior high curriculum in a selected Philippine private school. Journal of Physics: Conference. Series 1470. https://doi:10.1088/1742-6596/1470/1/012017. [Google Scholar] [Crossref]

26. Okabe, M. (2013). Where does Philippine education go?: The "K to 12" program and reform of Philippine basic education. IDEAS. Retrieved January 25, 2021 from https://ideas.repec.org/p/jet/dpaper/dpaper425.html [Google Scholar] [Crossref]

27. Oxford Business Group. (2021). The Philippine government works to implement its K-12 program while raising educational standards. Philippine Education. Retrieved January 25, 2020 from https://bit.ly/3GzJbnQ. [Google Scholar] [Crossref]

28. Padilla-Diaz, M. (2015). Phenomenology in educational qualtiative research: Philosophy as science or philosophical science. International Journal of Educational Excellence, 1(2), 101-110. Retrieved November 25, 2020 from https://bit.ly/35MtSeJ. [Google Scholar] [Crossref]

29. Perez, R. B. (2018). Becoming successful K to 12 implementers: Operational preparedness of senior high schools in Hagonoy, Bulacan, Philippines. Eric. Retrieved January 27, 2021 from https://bit.ly/3GzJbnQ https://files.eric.ed.gov/fulltext/ED594773.pdf. [Google Scholar] [Crossref]

30. Rogayan, D., & Villanueva, E. (2019). Implementation status of K12 social studies program in the Philippine public schools. PEOPLE: International Journal of Social Sciences, 5(3), 233-250. https://doi.org/10.20319/pijss.2019.53.233250. [Google Scholar] [Crossref]

31. Refugio, C. N., Bulado, M. I. E. A., Galleto, P. G., Dimalig, C. Y., Colina, D. G., Inoferio, H. V., & Nocete, M. L. R. (2020). Difficulties in teaching senior high school General Mathematics: Basis for training design. Cypriot Journal of Educational Sciences, 15(2), 319-335. DOI: 10.18844/cjes.v15i2.4589. [Google Scholar] [Crossref]

32. Rivera, J. (2017). Articulating the foundations of Philippine K to 12 Curriculum: Learner-centeredness. AsTEN Journal of Teacher Education, 2(1), 59-70. Retrieved January 27, 2021 from https://po.pnuresearchportal.org/ejournal/index.php/asten/article/view/554. [Google Scholar] [Crossref]

33. Sergio, M.R.S. (2018). K-12 education reform: Problems and prospects. International Journal of Education and Learning, 7(2), 33-42. http://dx.doi.org/10.14257/ijel.2018.7.2.05 [Google Scholar] [Crossref]

34. Smith, A., & Osborn, M. (2007). Interpretative phenomenological analysis. Retrieved January 27, 2021 from https://bit.ly/34g5Kky. [Google Scholar] [Crossref]

35. Sumalinog, G. (2019). Mother tongue implementation in the Philippines: What do parents say? International Journal of Science and Research (IJSR), 8(6), 991-915. https://www.shorturl.at/byJL6. [Google Scholar] [Crossref]

36. Sumalinog, G. (2022). Barriers of the online education in the new normal: Teachers’ perspectives. International Journal of Learning, Teaching and Educational Research, 21(1), 33-50. https://doi.org/10.26803/ijlter.21.1.3. [Google Scholar] [Crossref]

37. Terosky, A.L. (2016). Enacting instructional leadership: perspectives and actions of public K-12 principals. School of Leadership Management, 36(3). https://doi.org/10.1080/13632434.2016.1247044 [Google Scholar] [Crossref]

Lived Experiences of the Principals in Senior High School Curriculum Implementation in Western Visayas, Philippines

Authors

Article Information

Publication Timeline

Abstract

Keywords

Downloads

References

Metrics

Views & Downloads

Similar Articles