This research study sought to determine the dominant factors influencing the implementation of a new curriculum such as the K-12 curriculum. Two-hundred ninety respondents from the four schools of Lanao del Norte participated in this study to investigate their beliefs and attitudes towards implementation practices of a new curriculum. Using factor analysis, a total of 9 most dominant factors were extracted from the 109 indicators. The most dominant factors indicated by the teachers are: management support, teaching and learning competence, and supervisory and social relations. The most dominant factors indicated by the students are: subject preferences, textbook preferences, sense of achievement, relationship with school authorities, likability towards school environment, and teacher factors. Majority of the teachers responded that the most important indicator is establishing a mutually-respectful relationship in the school setting. The most important factor indicated by the students is having the sense of achievement, implying that students need to be recognized and appreciated for the tasks they do at school. The teacher factor on supervisory and social relations at school and the student factor in teacher relations showed to have a significant relationship. The findings of this study are congruent with the underpinnings of Gross' theory on curriculum implementation and Fullan's educational Change theory, emphasizing that management support, development of human resources, and collaboration as important factors in implementing change in the educational system. From these findings, the author drafted a curriculum implementation model which could be contextually applied in the four schools included in this research.
Anecita Palacios, St. Michael's College, The Philippines
Apipa Masnar, St. Michael's College, The Philippines
Stream: Curriculum Design & Development
This paper is part of the ACE2018 Conference Proceedings (View)
View / Download the full paper in a new tab/window