CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Education in the Philippines is strongly viewed as a pillar to national development

and a primary avenue for social and economic mobility. It has undergone several stages

of development from the pre-Spanish time to the present. The Filipino people have deep

concern for education because it occupies a central place in political, economic, social,

and cultural life in the Philippines. [ CITATION The12 \l 1033 ] Quality education is viewed

as a pillar to success in any country in the world. In the Philippines, there are three

agencies that oversee the education system. These agencies handle different levels of

education: the Department of Education or DepEd for basic education, the Commission

on Higher Education or CHED for tertiary and graduate education, and the Technical

Education and Skills Development Authority or TESDA for technical-vocational courses

and middle education.

The Philippine education system has long been unchanged. Prior to the

implementation of the K to 12 Curriculum, the Philippines was the only country in Asia to

have a 10-year pre-university cycle. With the abovementioned agencies’ common goal

to provide quality education and equal opportunities to all students whether from private

or public schools, these agencies are also tasked to look closely and review the issues

that are present in the Philippine education system.

Quite ironically, the greatest issue in the Philippine education system is quality

education. The quality of Philippine education has declined few years ago due to poor

results from standard entrance tests conducted among elementary and secondary

students, as well as the tertiary levels. The results were way below the target mean
score. High dropout rates, high number of repeaters, low passing grades, lack of

particular language skills, failure to adequately respond and address the needs of

people with special needs, overcrowded classrooms, and poor teacher performances,

have greatly affected the quality of education in the Philippines.Lack of infrastructure is

also one of the issues confronting the DepEd prior to and during the initial

implementation of the program. Needed for the new curriculum are 30,000 new

classrooms; 30,000 new teachers; and 6,000 nonteaching staff. [ CITATION Cyr15 \l 1033 ]

There are some measures that the Philippine government has looked into for the

reformation of quality education and one of these is the implementation of the K to 12

Curriculum.

Pursuant to the government’s mission to ‘provide quality basic education that is

equitably accessible to all by the foundation for lifelong learning and service for the

common good,’ then President Benigno Aquino III signed the Enhanced Basic

Education Act of 2013 into a law, therefore implementing the K to 12 Curriculum.

The K to 12 Curriculum made kindergarten a prerequisite to basic education. It

lengthened basic schooling to include a two-year senior high school and offered

technical and vocational courses to students not planning to go to college, thus giving

them more chances of getting employed in the future. The program replaced the 10-

year basic education curriculum, which consisted of six years in grade school and four

years in high school that concentrated on the English language and Filipino, the

sciences, arithmetic and mathematics, and the social sciences.

It also incorporated these basic lessons to include basic science and technology,

engineering, mathematics, accountancy, business and management, humanities and

social sciences, and general academic courses such as technical-vocational-livelihood,

arts and design, and sports. [ CITATION Cyr15 \l 1033 ]

Due to the changes that the implementation of the K to 12 Curriculum brought

about, the students themselves, their parents who pay for their education, and their

teachers and professors are greatly affected.

Because of the implementation of the K to 12 Curriculum, higher education

institutions expect a drop in enrollment during the school year 2016-2017 all the way to

school year 2021-2022 when things are expected to normalize.The implementation of

the program has aroused fear among 13,600 teachers and 11,400 nonteaching staff in

higher education institutions that they would end up losing their jobs due to the lack of

college enrollees. [ CITATION Cyr15 \l 1033 ] The law that promises to produce

employable Filipino high school graduates is, ironically, causing panic among presently

employed educators in higher education institutions.

Rene Tadle, internal vice president of the University of Santo Tomas’ faculty union,

estimated around 30,000 professors and 15,000 non-teaching staff will be affected

either by retrenchment to prevent losses, redundancy, or early retirement.Tadle said

professors of general education will be the most affected during the rollout of the senior

high school curriculum in 2016. But the problem, he said, is that those who will be asked

to choose early retirement may be too young to retire and too old to find another job.

Losing a teaching job also means loss not only of income, but also of benefits. He said

that the K to 12 Curriculum will be beneficial to students, but they crafted legislation that

did not consider implications on the labor sector. [ CITATION Jee14 \l 1033 ]
 Benjo Benavidez, officer-in-charge of the Bureau of Labor Relations at the

Department of Labor and Employment (DOLE), said displacement will be the last

recourse since schools with secondary education can move some of their faculty

members to teach senior high school. But Tadle asked if the professors will be paid the

same amount once they teach in high school. Another concern is that teaching in high

school when one has been a professor in college would require a lot of adjustment.

[ CITATION Jee14 \l 1033 ]

THEORETICAL FRAMEWORK

Curriculum Theory is the theory of development and enactment of curriculum.

This is both a historical analysis of curriculum and a way of viewing current educational

curriculum and policy decisions within the broad field of curriculum studies. There are

several views of this curriculum theory; among others are Herbert Kliebard and Michael

Stephen Schiro.

Kliebard takes a more historical approach in examining the forces which shaped

the American curriculum and describing these forces between 1893 and 1958. Schiro,

on the other hand, takes a more philosophical approach. Between CA 1890-2007, he

examined the curriculum ideologies that have influenced American Curriculum thought

and practice. Kliebard discusses four curriculum groups namely: Humanist (mental

disciplinarians), Social efficiency, Developmentalist (child study), and Social meliorists.

Schiro labels the foregoing philosophies as scholar academic ideology, social efficiency

ideology, learner-centered ideology, and social reconstruction ideology.

 In broadfield curriculum, one of the most common criticisim of curriculum is that it

lays more weight on the mental discipline and education. The Mental disciplinarians and

Humanists believe that all students’ have abilities to develop mental reasoning and that

education was not intended for social reform itself rather for the systematic development

of reasoning power. The betterment of society is the result of good reasoning

powertHaris stated that the subjects to be taught will be called as the “Five windows” in

to the soul of the student: “grammar, literature and art, mathematics, geography, and

history” and it is prescribed in such way to be taught. Few of the critics view such group

as having too much emphasis on the classics, which was determined by the dominant

groups in the society.

In John Dewey’s curriculum theory it was stated that the curriculum should

ultimately produce students who would be able to deal effectively with the modern

world. Hence, this curriculum should include the child’s preconceptions and should

incorporate how the child views his or her own world and not just be presented as

finished abstractions. Dewey uses the following four instincts or impulses to describe as

to how to characterize children’s behavior: Social, Constructive, Expressive, and Artistic.

Dewey wanted the curriculum to build an orderly sense of the world where the child

lives and to use occupations to connect the miniature versions of fundamental activities

of life classroom activities. Through this Dewey was able to make connections between

the subjects and the child’s life, thus, credited for the development of the progressive

schools.

This study can be anchored on Thordike’s law of readiness in which Magsino

(2009) stresses that learning considers the readiness of the learner in order for it to be
lasting and effective. As emphasized by Sharma and Sharma (2006), readiness include

all the preparatory adjustments which precede the activity. The following includes or

constitutes readiness: reminding the learner of his past experiences, mental

preparation in order to understand new or novel, diverting his attention towards the new

subject to be absorbed and learned, changing the environment into one that is

compatible to the child’s learning. This law is related to our topic which tackles effects of

the full implementation of the K to 12 Curriculum to the College of Arts and Sciences

(CAS) Faculty members of San beda College Manila as our study’s results and outputs

will gives us an idea whether or not the teachers and the school was ready for the

implementation of the K to 12 Curriculum program.

This law is supported by the resource-based theory of Wright, et al. (2006) where

the unique contribution of human, organizational and physical resources possessed by

the organization was highlighted. Organization has existing resources, and as the

organization acquires additional resources it creates unique synergies between the

existing and new resources and due to the fact that each organization possess a

different combination of human, organizational and physical resources, the type of

synergies that occur in organizations differs from one another.

CONCEPTUAL FRAMEWORK

The researchers used the paradigm of Input-Process-Output approach that

guided this study as shown in the Figure 1.

Respondents’ Profile
 Age
 Length of Service Retrieval of
or Contract of Research
Employment Questionnaire

Determining of the
effects ofFigure
the full1: INPUT- PROCESS- OUTPUT PARADIGM OF RESEARCH
implementation of K to
12 to CAS Faculty Analysis and
MembersINPUT
in terms of PROCESS Interpretation
OUTPUT of
 Insights
Data through
 Problems
encountered the Use of
Gathering of
 The extent of Statistical Tools
outlined effects Conceptual and
 Significant Research
changes
Literature
 Recommended
solution

Formulation,
Validation and
Distribution of
Research
Questionnaire
DEFINITION OF TERMS

In the construction of this study, the researchers used several terms that are

related to the K to 12 Curriculum and its full implementation in the College of Arts and

Sciences of San Beda College. To clarify things and familiarize the readers in the

contents and results of this research, the following terms were used with their

corresponding definitions:

CAS Faculty Members. The professors employed in College of Arts and Sciences in

San Beda College – Manila, whether full time or part time.

Curriculum adjustment. In this study, the term refers to the new and/or transition of

subjects and/or courses integrated in the implementation of the K to 12 Curriculum.

Effects of K to 12 Curriculum. In this study, the term applies to the effect of the full

implementation of the K to 12 Curriculum on the Faculty member of CAS-San Beda

College Manila, which may refer to the effects on the Faculty members’ financial

capacity, adjustment to transition of curriculum, among others.

Full Implementation of K to 12 Curriculum. In this study, the term applies only to

College of Arts and Sciences in San Beda College – Manila.

K to 12 Curriculum. As defined by Cruz (2010), refers to the most recently

implemented basic education curriculum signed into a law by the incumbent President

Benigno Aquino III through Republic Act No. 10533. The Filipino students are required

to undergo one year in Kindergarten, six years in primary school, four years in junior

high school and two years in senior high school.

SCOPE AND DELIMITATION

This study is limited only to Faculty Members of College of Arts and Sciences of

San Beda College - Manila from the academic year 2017-2018, First Semester. There

are approximately 160 professors, wherein there are 81 part time professors and 79 full

time professors, from the said limitations and out of that the researchers included only

62 respondents.

REVIEW OF RELATED LITERATURE

The “Academia” site (p. 16) explained, “Tan ( 2011) in his writings, discussed

and pointed out important details about k to 12 . He enumerated the four phases of the

K to 12 Program as follows: Phase I refers to Laying the Foundations, the goal of which

is to finally implement the universal kindergarten (offered since on S.Y. 2011—2012),

and the "development of the (entire) program"; Phase II is that of Modeling and

Migration aimed to promote the enactment of the basic education law, to finally start of

the phased implementation of the new curriculum for Grades 1 to 4 and 7 to 10, and for

the modeling of the senior high school; Phase III is Complete Migration, the goal of

which is to finally implement the Grades 11 and 12 or the senior high school, and to

signal the end of migration to the new educational system; and Phase IV is that of

Completion of the Reform aimed to complete the implementation of K to 12 education

system. However, during the new educational cycle, from 2016 to 2018, college

enrollment could slow down because of the entrance of the lower-year students to the

new educational.”
 Montebon (2014, p. 3) indicated in his research the concerns raised of the initial

implementation of the K to 12 Curriculum, “The initial implementation of the K to 12

Curriculum has raised some social concerns. In a paper written by John Mark Burila

(2012), he cited some concerns of the community in the implementation of the K to 12

Program like the readiness of the Philippine Government to undergo transitions such as

the poverty in the Philippines, availability of technology, teachers training, and even the

low salary of the workforce of the academe have been cited. “

Research by I. Acosta and A. Acosta (2016) indicated “One of the downsizing

effect of the implementation of the K-12 Program is its implication to the employees of

the higher education sector; college teachers in particular who expressed concern of

displacement, retrenchment, and unemployment.” (p. 2). “The implementation of the

new K to 12 Curriculum is causing an on-going distress about what will happen to the

college teachers who are teaching General Education (GE) subjects since the first batch

of freshmen students will come in 2018. This scenario is raising concern to some

college professors due to fear of displacement, retrenchment, and unemployment. To

remain employed, GE teachers can apply to become high school teachers or part-time

Senior High School teachers while retaining their college posts, if their institution allows.

By 2018, there will be freshmen coming in and if they are qualified to teach the new

subjects in the revised GE curriculum, GE teachers can return to teaching only college

students, while those who are teaching a Specialized or Major Course will retain their

positions. The shift to the K to 12 Program has resulted to various issues and concerns

among college teachers particularly those who are teaching the General Education

subjects. To ensure that employees are protected, it is up to the school management,

particularly of the private higher institutions, of Higher Education Institutions to provide

interventions to the would-be affected faculty. (p. 3).” Also, as to the protection and

security of the faculty members, the research indicated, “Education Secretary Armin

Luistro has encouraged the Higher Education Institutions (HEIs) to work together with

the Department of Education (DepEd) to mitigate the negative impact of the K to 12

Program, particularly to faculty members who might be displaced due to the

implementation of the Senior High School (SHS) Program. If the college or university

plans to offer the Senior High School program, its existing faculty members can teach

incoming Grade 11 students given that they undergo re-tooling and training [39]. The

Department of Education’s hiring needs for SHS include 30,000 teaching staff (full-time

and part-time teaching positions) and 6,000 non-teaching staff every year for school

years 2016-2017 and 2017-2018. The purpose of this call is to have a preliminary pool.

Once the teaching positions are created, schools division offices shall publish vacancies

for a period of 10 days in compliance with Republic Act 7041 and priority will be given to

the affected and displaced faculty from higher education institutions. This demand for

SHS teachers is proposed as mitigation for the faculty lay-offs in higher education

institutions. “(p. 4).

The “Academia” site (p. 44) indicated that, “Villafania (2012) averred that the

implementation of K to 12 was also marked with many challenges. . .DepEd also

stressed that it needs an additional 74,000 teachers. On the other hand, the DepEd has

already implemented a number of training programs for teachers. For the new Grade 1

curriculum, DepEd has trained over 3,000 people composed of 1,545 Grade 7 trainers

and 1,478 elementary trainers, who will comprise the national core of trainers on the K
to 12 Curriculum. In addition, the education agency also finished a training program for

some 73,655 Grade 1 teachers and 70,227 Grade 7 teachers from public schools who

will teach the initial K to 12 Curriculum.” It also cited, “Magno (2013) citedthat teachers

are one of the key elements in any school and effective teaching is one of the key

propellersfor school improvement. This review is concerned with how to define a

teacher’s effectiveness and whatmakes an effective teacher. It draws out implications

for policymakers in education and for improvingclassroom practice.” (p.50). And

indicated another study to further review the faculty members’ adjustment or transition

to the K to 12 Curriculum, “The study of Cabrera (2011) dwelt on the importance of

training for teacher’s professional growth and development, which in turn, enhances

instruction. More specifically, her study found out that school based training conducted

by the DepEd contributed much in the teachers’ development of further competencies

which they may use in their performance of instructional functions. In terms of training

for teacher’s professional development, the same researcher cited the following tips

designed to make training sessions more successful: Experienced, enthusiastic mentors

make excellent trainers. Consider bringing experienced mentors together in a “mentor

panel” to share their experiences with the trainees and stimulate discussion. To keep

the program interesting, trainers should not lecture at length but should use a variety of

learning techniques such as role playing, slides and films, and training manuals. The

training sessions should help the new mentors enhance their skills, as well as learn new

ones. During the practice sessions, new mentors should receive feedback on how they

are doing. The training site should be pleasant, conducive to learning, and centrally

located; refreshments should be provided. At the end of the sessions, the mentors
should complete a course evaluation form. This will help the program evaluate the

training process and determine ways in which it could be improved. (pp. 54-55).

For Freire (Paulo Freire), literacy was more than merely imparting the physical

and mental skills for reading and writing. It was a much more complex process, one

that was liberating and lasted a lifetime: To be literate is not to have arrived at some

pre-determined destination, but to utilize reading writing and speaking skills so that our

understanding of the world is progressively enlarged. Furthermore, literacy is not

acquired neutrally, but in specific historical, social and cultural contexts. (Mackie,

1980:1) His idea was to popularize education and to make literacy accessible, but in

doing so to discard the traditional pedagogical methods used in schools. Freire and its

teams of literacy practitioners set up what they called ‘cultural circles’ in the poor towns

and villages around Recife. These cultural circles were purposely planned to be

different from schools in both curricula and pedagogy. In place of teachers delivering

information to passive learners, all were encouraged to exchange thoughts and take

part in a dialogue of ideas that were considered by all be of interest. [ CITATION Aub161 \l

13321 ]

Paulo Freire’s theory on education specifically pointing out that in order

education be known to many people and to make literacy accessible, it is necessary to

abandon the traditional or old methods, ways and means used in schools. With regard

to the researchers’ study, in connection with an article written in Philippine Daily

Inquirer, K to 12 is a new method aimed precisely at giving millions of Filipino youth the

advantage of, but not limited to, improved quality of graduates; skilled, specialized and

job-ready labor; lower unemployment and higher wages; globally competitive graduates;
and innovation and overall economic growth [ CITATION Pet15 \l 13321 ]. K-to-12 is

needed to make the country’s education system in line with international standards, is

responsive to a growing economy, and can provide systematic process and method in

response to the significant changes happening in the society.

Seeking to systematize teaching, Herbart (Johann Friedrich Herbart) structured

instruction into a precise sequence of five steps: 1) Preparation, in which teachers

encourage readiness in students to receive the new concept or material they are

planning to introduce; 2) Presentation, in which teachers clearly identify and present

the new concept; 3) Association, in which the new concept is compared and contrasted

with ideas that students already know; 4) Generalization, in which a principle is formed

that combines the new and previous learning; and 5) Application, in which appropriate

examinations and exercises assess whether students have mastered and learned the

new principle. In the late nineteenth and early twentieth centuries, teacher-preparation

programs featured Herbart’s method of systematic and sequential instruction, which

became popular in the United States and Japan. [ CITATION Orn17 \l 13321 ]

Herbart’s theory on education enlightens the teachers’ preparation and readiness

in conducting classes and, in return, the approach and feedback of the students to such

preparation and mode of teaching inside the classroom. In line with the researchers’

study, because of the implementation of the K to 12 curriculum, as written in an article in

Philippine Daily Inquirer, “The Department of Education’s great leap forward with the K

to 12 education program (compulsory kindergarten, seven years in grade school and

five in high school) has thrown many schools and teachers off balance and left them

groping in the dark. How do they begin?” [ CITATION MaC12 \l 13321 ], gives the
impression of teachers’ factors of preparedness and readiness in response to the

implementation of K to 12 curriculum with regard to the transition of some programs,

subjects and courses specially the teachers in the higher education.

For Freire (Paulo Freire), literacy was more than merely imparting the physical

and mental skills for reading and writing. It was a much more complex process, one

that was liberating and lasted a lifetime: To be literate is not to have arrived at some

pre-determined destination, but to utilize reading writing and speaking skills so that our

understanding of the world is progressively enlarged. Furthermore, literacy is not

acquired neutrally, but in specific historical, social and cultural contexts. (Mackie,

1980:1) His idea was to popularize education and to make literacy accessible, but in

doing so to discard the traditional pedagogical methods used in schools. Freire and its

teams of literacy practitioners set up what they called ‘cultural circles’ in the poor towns

and villages around Recife. These cultural circles were purposely planned to be

different from schools in both curricula and pedagogy. In place of teachers delivering

information to passive learners, all were encouraged to exchange thoughts and take

part in a dialogue of ideas that were considered by all be of interest. [ CITATION Aub161 \l

13321 ]

Paulo Freire’s theory on education specifically pointing out that in order

education be known to many people and to make literacy accessible, it is necessary to

abandon the traditional or old methods, ways and means used in schools. With regard

to the researchers’ study, in connection with an article written in Philippine Daily

Inquirer, K to 12 is a new method aimed precisely at giving millions of Filipino youth the

advantage of, but not limited to, improved quality of graduates; skilled, specialized and
job-ready labor; lower unemployment and higher wages; globally competitive graduates;

and innovation and overall economic growth [ CITATION Pet15 \l 13321 ]. The K to 12

Curriculum is needed to make the country’s education system in line with international

standards, is responsive to a growing economy, and can provide systematic process

and method in response to the significant changes happening in the society.

Seeking to systematize teaching, Herbart (Johann Friedrich Herbart) structured

instruction into a precise sequence of five steps: 1) Preparation, in which teachers

encourage readiness in students to receive the new concept or material they are

planning to introduce; 2) Presentation, in which teachers clearly identify and present

the new concept; 3) Association, in which the new concept is compared and contrasted

with ideas that students already know; 4) Generalization, in which a principle is formed

that combines the new and previous learning; and 5) Application, in which appropriate

examinations and exercises assess whether students have mastered and learned the

new principle. In the late nineteenth and early twentieth centuries, teacher-preparation

programs featured Herbart’s method of systematic and sequential instruction, which

became popular in the United States and Japan. [ CITATION Orn17 \l 13321 ]

Herbart’s theory on education enlightens the teachers’ preparation and readiness

in conducting classes and, in return, the approach and feedback of the students to such

preparation and mode of teaching inside the classroom. In line with the researchers’

study, because of the implementation of the K to 12 Curriculum, as written in an article

in Philippine Daily Inquirer, “The Department of Education’s great leap forward with the

K to 12 education program (compulsory kindergarten, seven years in grade school and

five in high school) has thrown many schools and teachers off balance and left them
groping in the dark. How do they begin?” [ CITATION MaC12 \l 13321 ], gives the

impression of teachers’ factors of preparedness and readiness in response to the

implementation of K to 12 curriculum with regard to the transition of some programs,

subjects and courses specially the teachers in the higher education.

An increase in teacher workload has been identified as an undesirable

consequence of site-based school management (Leithwood et al., 1996; O’Connor and

Clark, 1990; Wylie, 1997). A British study, for example, found that, as local involvement

in the management of schools increased, the percentage of time teachers spent in non-

teaching duties rose from 42 percent in 1971 to 56 percent in 1990 (Campbell and Neill,

1992). Similar increases have been noted with self-management in New Zealand

(Wylie, 1997). Although increased workload, on its own, is not necessarily a problem, it

is commonly associated with increased stress, teacher burnout and low job satisfaction

(Kyriacou, 1987; Leithwood et al., 1996; O’Connor and Clark, 1990; Pithers and

Fogerty, 1995; Wisniewski and Gargiulo, 1997; Wylie, 1997). . . Teachers not only suffer

from workload problems but also create them, and their greater involvement in

systematic reform, as recommended by Fullan (1996), may not lead to the desired

coherence of reform efforts. . .Teachers who think and act within their own bounded

single-cell classrooms or departments are likely to create the fragmentation and

resulting overload portrayed by Fullan (1996) as they duplicate, or even compete with,

each other’s effort. . .Potential compounding of workload is also likely to occur when

supportive collegiality and autonomy result in a reluctance to discuss the merits of

current curricula or instructional practice for fear of possible exposure to implied

judgements of competence (Little, 1990). . .If teachers are to be effective contributors to

school-wide initiatives in a self-managing environment without increasing their

workloads unreasonably, then they must go beyond the bounded thinking and action

require for managing individual classrooms and departments to that which is more

systematic. [ CITATION Hel00 \l 13321 ]

One of the outlines of RA 10533 is the revision of the Philippine Basic Education

curriculum by aligning it with outcomes-based education, the same pedagogy used in

the K to 12 Curriculum. The Commission on Higher Education came out with guidelines

for the revised General Education Curriculum by reviewing the college curriculum and

fine-tuning the courses not just for General Education, but for each specialization to

complement the new subjects that will be taught in senior high. As the new curriculum

starts to roll in 2018, most colleges and universities will be affected due to the reduction

of course offering and decrease in faculty workload since some of the college subjects

will be transferred and taught in the senior high school. The workload of General

Education college faculty members will be adversely affected because of the phasing

out and/or realignment of courses. The implementation of the new K to 12 Curriculum is

causing an on-going distress about what will happen to the college teachers who are

teaching General Education (GE) subjects since the first batch of freshmen students will

come in 2018. This scenario is raising concern to some college professors due to fear of

displacement, retrenchment, and unemployment. To remain employed, GE teachers

can apply to become high school teachers or part-time Senior High School teachers

while retaining their college posts, if their institution allows. By 2018, there will be

freshmen coming in and if they are qualified to teach the new subjects in the revised GE

curriculum, GE teachers can return to teaching only college students, while those who
are teaching a Specialized or Major Course will retain their positions. The shift to the K

to 12 program has resulted to various issues and concerns among college teachers

particularly those who are teaching the General Education subjects. To ensure that

employees are protected, it is up to the school management, particularly of the private

higher institutions, of Higher Education Institutions to provide interventions to the would-

be affected faculty. [ CITATION Ime16 \l 13321 ]

The initial implementation of the K to 12 Curriculum has raised some social

concerns. In a paper written by John Mark Burila (2012), he cited some concerns of the

community in the implementation of the K to 12 program like the readiness of the

Philippine Government to undergo transitions such as the poverty in the Philippines,

availability of technology, teachers training, and even the low salary of the workforce of

the academe have been cited. [ CITATION Dar14 \l 13321 ]

As pointed out by the article written by Timperley and Robinson, the workload of

the teachers can affect their teaching effectivity and efficiency because of the increased

stress, teacher burnout and low job satisfaction. The implementation of the K to 12

Curriculum will result to classifying each specialization and to complement the new

subjects that will be taught in senior high, thus to further result in the reduction of course

offering and decrease in faculty workload since some of the college subjects will be

transferred and taught in the senior high school. Since the workload of the teachers will

be affected because of the realignment of courses or subject, possible result will be a

lesser compensation, shifting of professional schedule and affecting the syllabus of the

courses to be taught, among others.

CHAPTER 2
 METHOD OF THE STUDY

This chapter shall discuss the method of the study used; the construction of the

questionnaire used and its administration; and the interview conducted on chosen

respondents for further gathering of data. The method of the study used in this research

was chosen based on the applicability of its procedures for the gathering, analyzing,

and interpreting the data extracted from the responses on the questionnaire by the

respondents.

This study used the Descriptive Method in gathering and analyzing all pertinent

data for its topic. The Descriptive Method is used when the research aims to describe

the characteristics of a specific population, or to describe and explore the causes of a

specific phenomenon as it occurs in the environment. It focuses on certain variables

and subjects as part of the analysis of its unaltered gathered data. Furthermore, it

mainly answers what or how questions.

Considering the selected topic, the statement of the problem, and the aim of the

researchers, the Descriptive Method was the applicable method of the study for the

research for it intends to gather and analyze information regarding the internal and

external factors affecting the effects of the full implementation of the K to 12 Curriculum

to the CAS Faculty Members. Through this, the pertinent data from the relevant sector

could be easily obtained and further analyzed.

The respondents chosen for this research were carefully and manually selected

by the researchers. Extensive considerations were done in the selection of the

respondents and in the construction of the questionnaire. Different factors were

considered in the formulation of the survey questions such as the insights, personal
beliefs, age, course being taught and the employment contract of the employee. Internal

factors considered in this research were internal stimulus affecting the faculty members’

perspective with respect to the implementation of the K to 12 Curriculum. External

stimulus such as the manner of implementation or the implementation itself to the CAS

Faculty Members

Regarding the selection of the subjects of the research, the researchers used

resources such as the compilation of the names of the College of Arts and Sciences

Faculty members in San Beda College, Manila on Academic Years 2017-2018. Through

such list obtained from the College of Arts and Sciences office, the researchers

manually gathered the number of College of Arts and Sciences Faculty employees in

San Beda College Mendiola, Manila. The total was used for the determination of the

sample population for this research.

This study was conducted to serve as a contributor of knowledge for us

researchers, and for those who would want to gain insights about the overview of the K

to 12 Curriculum and the effects of its full implementation on the College of Arts and

Sciences Faculty members.

INSTRUMENTS AND TECHNIQUES

This section shall discuss the construction of the questions for the survey

questionnaire, its validation and administration, and the interview with some of the

respondents, which serves as additional substantiation of the data gathered.

Construction

The variables that were considered for this research include a variety of internal

and external factors which could affect the CAS Faculty Members due to the full

implementation of the K to 12 curriculum, namely: insights, personal beliefs, age, course

being taught and the employment contract of the employee. Internal factors considered

in this research were internal stimulus affecting the faculty members’ perspective with

respect to the implementation of the K to 12 curriculum. External stimulus such as the

manner of implementation or the implementation itself to the CAS Faculty Members.

Every item on the questionnaire caters to the corresponding problem it seeks to

answer. The choices given for every item was accordingly used for the interpretation of

the answers of the respondents. The questionnaire is composed of six (6) parts. For the

first part of the questionnaire, the profile of the respondents was asked such as the

name, age and term of employment. On the second part, the respondents were asked

the respondents’ insights about the K-12 curriculum. On the third part, the respondents

were asked the significant changes brought about by K-12 curriculum. On the third part,

the respondents where categories such as the effects on their financial ability or status,

effects on their teaching schedule, effects on their professional status and the effects on

the office’s resources were asked to be rated by the respondents from 1 to 5, 1 being

the strongly disagree and 5 being the strongly agree.

Validation

In the first few meetings, Dr. Nerissa M. Revilla required each group in the class

to submit a list of their proposed topics, wherein one shall be approved as the main

topic which is to be conducted by the respective groups. The group of researchers

presented five topics, namely, the advantages and disadvantages of cohabitation before

marriage, the correlation of law schools to the number of bar exam passers, the effects

of the nationwide smoking ban on the 4 th year college students of San Beda Manila, an

analysis of queer representation in Philippine media, and the effects of the

implementation of the K-12 Program on the faculty members of San Beda Manila. The

last topic was approved and Dr. Nerissa M. Revilla made certain revisions on the title of

the research itself, then the statement of the problem and the survey questionnaire were

submitted for validation.

The statement of the problem also has undergone a series of revisions before it

had reached its final form and was then incorporated into the questionnaire. Some of

the items in the questionnaires were slightly changed and arranged, as well as the

choices or ratings.

Administration

The responses that were gathered and analyzed in this research were obtained

through the dissemination of questionnaires to its selected subjects, particularly, the

faculty members of the College of Arts and Sciences. After the survey form was

validated and approved, the questionnaires were initially distributed manually, or by

approaching the professors and kindly asking them to answer the survey forms. The

questionnaires were then returned to the researchers after a few days as some

professors did not have free time to answer the survey forms during the time it was

given to them, whereas some professors who were approached in the faculty room

returned the questionnaires immediately.

Interview

For a deeper understanding on the insights of the professors on the

implementation of the K-12 Program, interviews were conducted on some of the

respondents when the researchers had a chance. However, because some of the

professors refused to be interviewed, only a few out of the total population were

interviewed.

The interviewed respondents had different insights regarding the full

implementation of the K-12 Curriculum. Some respondents focused on the negative

effects of its implementation. They said that the Philippine government is not entirely

prepared for the implementation of the K-12 Curriculum in the Philippines, which

resulted to more problems. According to them, the K-12 Curriculum and its subject

content are simply copied from College Curriculum without checking, reviewing, or

thoroughly evaluating the number of hours needed and the Senior High students’

capacity to learn. One respondent even called the implementation pointless because of

the insufficiency of the materials needed, like the books required for the additional two

years, the unavailability of teachers, and pointed out that a number of schools

nationwide may not be able to accommodate the two added levels due to their lack of

classrooms.

On the other hand, some respondents were in favor of the implementation of the

K-12 Curriculum. According to one respondent, the full implementation of the K-12

Curriculum is not a disadvantage because it was well studied. Before its

implementation, the Philippines was the only country in Asia that was still using the ten-
year general education program. And the Department of Education thought that it was

time for our country to be part of the global competition, mainly in our labor forces.

SAMPLING PROCEDURE

This section shall discuss the sampling technique and the determination of the

sample population used in the study.

This study is focused on the total population of College of Arts and Sciences

Faculty members of San Beda College, Mendiola, Manila from Academic Year 2017-

2018. The number of faculty employees in of San Beda College, Mendiola, Manila from

Academic Year 2017-2018 is one hundred and sixty (160) as the total population.

The sample population was determined through the use of Slovin’s formula.

N
n=
1+ N e 2

Where:

n=Sample Population

N=Total Population

e=Margin of Error

Substituting the value of N with 160, and the Margin of error of 0.10%

160
n=
1+160( .10)2

160
n=
1+160( .01)

160
n=
2.6

n=61.538∨62
 Thus the sample size of this research was 62 CAS faculty employees.

The convenience sampling, under the Non-Probability Sampling, was applied in

this research. In this technique, the selection of the respondents was based on their

accessibility to the researchers. It is considered the easiest, cheapest and least time

consuming. It would have been ideal to test the entire population of Faculty members of

San Beda College, Mendiola, Manila. However, the researchers focused mainly on the

College of Arts and Sciences Faculty members of San Beda College, Mendiola, Manila

because of their accessability and number. By focusing only on one type of subject, the

researchers were able to maximize their resources and have obtained the pertinent data

efficiently.

STATISTICAL TREATMENT OF DATA

This section shall discuss how the data gathered were interpreted through the

use of formulas applicable to the type of questions and its corresponding scale of

choices. Secondary data were used as resources in this research. For each question in

the questionnaire, the Likert Scale, particularly in part 4 of the questionnaire was used.

The scale in the Likert Scale used range as follows: 1 as Strongly Disagree; 2 as

Disagree; 3 as Neutral; 4 as Agree; and 5 as Strongly Agree. For the interpretation of

the data, the researchers used the Weighted Mean for the questions that has used the

Likert Scale, and Percentage for the questions with statements or phrases as their

choices. Below are the formulas used for the interpretation of the data computed.

A. Weighted Mean

The formula of the weighted mean, as shown below, was used for the questions

that has used the Likert Scale for its corresponding choices.
 WM =
∑ fx
∑n

Where:

WM = Weighted Mean

f = frequency

x = data

n = number of respondents

A set of corresponding verbal interpretation of the computed weighted mean was

applied in the interpretation of such gathered values.

TABLE 1. Verbal Interpretation of Weighted Mean

Likert Weightings Mean Interval Verbal Interpretation

5 4.00-4.99 Always or Strongly Agree
4 3.00-3.99 Often or Agree
3 2.00-2.99 Neutral or Undecided
2 1.50-1.99 Sometimes or Disagree
1 1.00-1.49 Never or Strongly Disagree

B. Percentage

For the questions having statements or phrases as its choices, the formula for

Percentage was used.

f
P= x 100
n

Where:

P = Percentage

f = Frequency
n = number of respondent

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets all the data gathered from the

survey conducted on the 62 respondents which comprise of the faculty members of the

College of Arts and Sciences of San Beda College. Tables were used in order to

properly present the results of the said survey, and the formulas used were the ones

mentioned in the previous chapter.

After gathering the acquired information and data from their respective

respondents, the researchers came up with the following results and findings:

1. Profile of the Respondents

TABLE 2.1. Age of Respondents

AGE FREQUENCY PERCENTAGE RANK

23-25 0 0% 9

26-28 2 3.23% 7.5

29-31 2 3.23% 7.5

32-34 4 6.45% 6

35-37 6 9.68% 4.5

38-40 6 9.68% 4.5

41-42 9 14.52% 2
 43-45 7 11.29% 3

46 and above 26 41.94% 1

TOTAL 62 100%

As shown in Table 2.1, majority of the respondents are 46 years old and above at

41.94%. Some of them are within the range of 41 to 42 years old and 43 to 45 years old

at 14.52% and 11.29%, respectively. Other respondents are within the age bracket of

35 to 37 years old and 38 to 40 years old both at 9.68%. A few of them belong to the

age range of 32 to 34 years old at 6.45%.

TABLE 2.2. Employment Classification of Respondents

EMPLOYMENT FREQUENCY PERCENTAGE

Part Time 15 24.19%
Full Time 47 75.81%
TOTAL 62 100%

Table 2.2 shows the employment classification of the respondents. Out of 62

respondents, majority of them, or 47 are full time professors or instructors in the College

of Arts and Sciences at 75.81%. On the other hand, 15 or 24.19% of the respondents

are part time professors or instructors.

2. What are your insights about the K-12 Curriculum?

TABLE 3. Respondents’ insight on the K to 12 Curriculum

ITEMS TOTAL PERCENTAGE

It is a challenging and demanding change to the

37 58.68%
educational system of our country.
 It is beneficial to the students because the
28 45.16%
advantage of graduating in Senior High School

can ease employment hunting.

It is a disadvantage on the part of the students

and their parents because of the two added

25 40.32%
years in high school that will cost them more

expenses.

It is a disadvantage to the professors, instructors,

or teachers because of a possible retrenchment

36 50.06%
program, or difficulty in adjusting to the

curriculum, or additional workload.

Others. 7 11.29%

Table 3 shows the results to the first question where the respondents were asked

about their insights about the K to 12 Curriculum. The respondents were allowed to

choose as many as they want in the choices that were given, so the results were

computed in a way that it would show how many respondents out of 62 agree with each

given choice.

37 out of 62 respondents, or 59.68% agree that the implementation of the K to 12

Curriculum is a challenging and demanding change to the educational system of our

country. 28 out of 62 respondents, or 46.15% agree that it is beneficial to the students

who will be included in or affected by the implementation of the K to 12 Curriculum

because graduating in Senior High School can ease employment hunting. 25 out of 62
respondents, or 40.32% agree that it is a disadvantage on the part of the students and

their parents because the two added years in high school can increase their expenses.

36 out of 62 respondents, or 50.06% agree that it is a disadvantage to the professors,

instructors, or teachers because of a possible retrenchment program, or the difficulty in

adjusting to the curriculum, or causing them to deal with some additional workload.

The respondents were also given an option to specify their insights about the K

to 12 Curriculum. 7 out of 62 respondents specified their insights on the implementation

of the K to 12 Curriculum. Two respondents said that the government is not entirely

prepared prior to the implementation of the K to 12 Curriculum in the Philippines, which

resulted to more problems. Two respondents said that the K to 12 Curriculum and its

subject content are simply copied from College Curriculum without checking, reviewing,

or thoroughly evaluating the number of hours needed and the Senior High students’

capacity to learn.

One respondent said that the implementation of the K to 12 Curriculum is simply

complying and extended standard. One respondent said that the K to 12 Curriculum is

pointless because of the insufficiency of the materials needed in its implementation like

the books required for the additional two years, the unavailability of teachers, and that it

is disadvantageous to the students from private schools with high standards of

education because their respective schools’ high standards will be disregarded if they

add two more years for the students. One respondent said that the implementation is

unreasonable because a number of schools nationwide may not be able to

accommodate the two added levels due to their lack of classrooms.

 Considering all the answers of the respondents, it was favored by most of the

respondents that K to 12 is a challenging and demanding change to the educational

system of our country there being external factors that needs to be considered like the

financial and economic struggles of the Filipinos said by one of our respondents in an

interview. It was also believed by some of the respondents that it is beneficial to the

students because the advantage of graduating in Senior High School can ease

employment hunting—as stated by some of the respondents, this gives the students the

edge of having two more years of education and a globally competitive curriculum.

Some viewed the implementation as a disadvantage to the professors, instructors, or

teachers because of a possible retrenchment program, or difficulty in adjusting to the

curriculum, or additional workload. It was least favored by the respondents to answer

that the K to 12 Curriculum is a disadvantage on the part of the students and their

parents because of the two added years in high school that will cost them more

expenses, relying entirely on the fact that this will actually help our economy be better

since we need to adapt to the ever improving structure of our society and that it is a

necessary difficulty to experience so that we may achieve the same level of standards

in other countries and not get lagged behind. All in all, respondents consider the K to 12

Curriculum as a challenging and demanding change to our educational system.

3. What are the significant changes brought about by the K-12 Curriculum?

TABLE 4. Significant Changes

ITEMS FREQUENCY PERCENTAGE

Learning materials 28 45.16%
Basic education completely changed
33 53.23%
(not merely reformed)
Reorganization of the Faculty 35 56.45%
 New trainings and seminars 41 66.13%
Additional subjects 25 40.32%
Longer period of teaching high school

students due to additional years added 32 51.61%

in the curriculum

Table 4 shows the results to the question where the respondents were asked

about the changes that were brought about by the K to 12 Curriculum. The respondents

were allowed to choose as many as they want in the choices that were given, so the

results were computed in a way that it would show how many respondents out of 62

agree with each given choice.

28 out of 62 respondents, or 45.16% agreed that there was a change in the

learning materials that were required due to the two added years because some of the

subjects in the K to 12 Curriculum were previously included in the College Curriculum.

33 out of 62 respondents, or 53.23% agree that because of the implementation of the K

to 12 Curriculum, basic education was completely changed and not merely reformed. 35

out of 62 respondents, or 56.45% agree that there was a reorganization of the Faculty

because some professors or instructors are part of the General Education, which was a

part of the first or second year of college, prior to the implementation of the K to 12

Curriculum. 41 out of 62 respondents, or 66.13% agree that they were required to go

through or attend some new trainings and seminars regarding the changes in

curriculum. 25 out of 62 respondents, or 40.32% agree that there were additional

subjects. Lastly, 32 out of 62 respondents, or 51.61% agree that there will be longer

periods of teaching high school students due to the two added years in the curriculum.
 These results show that respondents believe new trainings and seminars to be

the significant change brought about by the K to 12 Curriculum. Some still agreed that

learning materials and the basic education to be one of the natural yet significant

consequences brought about by the implementation and that there will be longer period

of teaching in highs school due to the additional years added in the curriculum. It was

least favored that additional subjects are one of the significant changes. One of the

respondents stated that learning is a continuous process, thus it is not much of a

significant change at all.

4. To what extent are the faculty members affected by the K-12 Implementation?

TABLE 5. How faculty members are affected

ITEMS WEIGHTED MEAN INTERPRETATION

A.I am financially affected by the
3.97 AGREE
implementation of the K-12 Program.
B. My teaching schedule is affected by
3.76 AGREE
the implementation of the K-12 Program.
C. The syllabus of the subject/course I

am teaching is affected by the 3.56 NEUTRAL

implementation of the K-12 Program.

D. It affected my professional status. (e.g.

2.69 NEUTRAL
demoted)
E. My co-workers are greatly affected
4.32 AGREE
(e.g. laying off).
F. The resources of the faculty members

could not meet the demands of the 3.73 AGREE

sudden change in curriculum.

G. Resources that should have been
 used by the school for the improvement
3.76 AGREE
of faculty services were used for the

implementation of the K-12 Program.

Based on the interpretation of the weighted mean of sub-questions A and B,

which are 3.97 and 3.76, respectively, the respondents agree that they are affected as

to their financial status or ability and teaching schedule. As to being financially affected,

the respondents agree because of some instances that due to the transition of some

subjects or courses, it has lessened their workload and lesser workload in teaching their

respective subjects means lesser compensation hence affecting their financial status or

ability. As to their teaching schedule, the respondents agree because they claimed that

due to the transition or shift of some of the subjects or courses they handle to the Senior

High School will cause their teaching schedule in the CAS will be greatly affected.

Based on the interpretation of the weighted mean of sub-questions C and D,

which are 3.56 and 2.69, respectively, the respondents are neutral as to the effects on

their syllabus of the subject or course they are teaching and on their professional status.

As to the syllabus, they still teach the same syllabus with regard to the same subject to

which they use such for teaching college students. As to the professional status, the

respondents are neutral since they claimed that the implementation of the K to 12

Curriculum does not, in a way, affected their status however there is a possibility for

reassignment.

The interpretation of the weighted mean of sub-question E, which is 4.32, the

respondents agree that their co-workers are affected by the implementation of the K to

12 Curriculum because some members of the faculty were laid off, or some were
demoted. In sub-questions F and G, the interpretation of the weighted mean, which are

3.73 and 3.76, respectively, shows that the respondents agree as to the issue regarding

the resources. The respondents agree that the present available resources of the

faculty members will not be able to meet the demands of the change in curriculum and

because of this, the respondents also agree that the resources that could have been

used for the improvement of the faculty services were used for the implementation of

the K to 12 Curriculum instead.

5. What are the problems you encountered due to implementation of the K12

curriculum?

TABLE 6. Problems encountered by Faculty Members

ITEMS TOTAL PERCENTAGE

Need for training related to K-12 Curriculum 32 51.61%
Additional workload 13 20.97%
Abrupt changes in the curriculum 28 45.16%
Transition from the 10 general education to K-12
19 30.65%
Curriculum
Lack of facilities 35 56.45%
Difficulty to adjust to the curriculum 18 29.03%
Retrenchment of faculty members 36 58.06%

Table 6 shows the results to the question where the respondents were asked

about the problems that they have encountered due to the implementation of the K to 12

Curriculum. The respondents were allowed to choose as many as they want in the

choices that were given, so the results were computed in a way that it would show how

many respondents out of 62 agree with each given choice.

32 out of 62 respondents, or 51.61% agree that there is a need for training of

faculty members that is related to the K to 12 Curriculum. 13 out of 62 respondents, or

20.97% agree that they have been given additional workload. They claim that additional

workload is the least problem they encountered because it is less likely to happen since

some of the subjects are shifted to K to 12 Curriculum and, for example, the faculty

members teaching in the major subjects are not affected hence do not have additional

workload. 28 out of 62 respondents, or 45.16% agree that there were abrupt changes in

the curriculum. 19 out of 62 respondents, or 30.65% agree that the transition to the K to

12 Curriculum is considered a problem that they have encountered. 35 out of 62

respondents, or 56.45% agree that there is a lack of facilities. 18 out of 62 respondents,

or 29.03% agree that they had difficulty in adjusting to the curriculum. Lastly, 36 out of

62 respondents, or 58.06% agree that the retrenchment of some faculty members is

considered a problem. They claim that retrenchment had been a problem to them since

some of the general education subjects, like Filipino and English subjects has been

transferred to the Senior High School program.

Considering the results stated above, it is mostly favored by the respondents that

the problem most encountered by the faculty members due to the implementation of the

K to 12 Curriculum is the retrenchment of faculty members. The respondents believes

that the lack of facilities, need for training related to the K to 12 Curriculum and the

abrupt changes in the curriculum are also to be considered as a problem in the

implementation of the new curriculum; however, they consider the additional workload

as a minimal problem.

6. What are the recommended solutions for such problems?

TABLE 7. Recommended Solutions

ITEMS TOTAL PERCENTAGE

Provide necessary trainings and seminars. 36 58.06%
 Furnish and improve necessary facilities. 35 56.45%
Provide security and benefits to the faculty
members to aid in the transition of curriculum. 48 77.42%
Allow a smooth transition for the faculty members
through guidance by the school. 39 62.90%
Others. 4 6.45%

Table 7 shows the results to the last question where the respondents were asked

about the recommended solutions to the problems brought about by the implementation

of the K to 12 Curriculum. Like the previous questions, the respondents were asked to

choose as many as they want in the choices that were given, so the results were

computed in a way that it would show how many respondents out of 62 agree with each

given choice.

36 out of 62 respondents, or 58.06% agreed that such necessary training and

seminars regarding the implementation of the K to 12 Curriculum must be provided. 35

out of 62 respondents, or 56.45% agreed that the facilities needed in the

implementation of the K to 12 Curriculum must be furnished and improved. 48 out of 62

respondents, or 77.42% agreed that security and benefits must be provided to the

faculty members to aid in the transition that will happen due to the implementation of the

K to 12 Curriculum. 39 out of 62 respondents, or 62.90% agree that through the school,

through their guidance, must allow a smooth transition for the faculty members which

are affected by the implementation of the K to 12 Curriculum.

4 out of 62 respondents provided specific solutions to the problems brought

about by the implementation of the K to 12 Curriculum. Two respondents said that if

some faculty members affected by the K to 12 Curriculum can teach in Senior High

School or in the Basic Education Department without salary diminution, then it may be a
solution to the retrenchment of some faculty members or it may help in the adjustment

of these faculty members. One respondent said that the school must review the

implementation of the K to 12 Curriculum. One respondent said that a solution to the

abrupt changes in the curriculum is that the implementation should have started

gradually from Kindergarten in order to measure the significance of the K to 12

Curriculum to its graduates.

Over all, it is shown by the results that the mostly favored recommended solution

to the problems stated in the table is that security and benefits should be provided to the

faculty members to aid them in the transition of the curriculum. Although security and

benefits got the most favor from the respondents, the respondents still believe that

facilities must be furnished and improved. They also believe that the school should

provide necessary trainings and seminars and aid them to allow a smooth transition for

the faculty members.

 CHAPTER 4

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary of the researchers’ findings, or the

interpretation of data which were specified in the previous chapter.

Summary of Findings

1. What is the profile of the respondents as to their age and term of

employment?

According to the findings, majority of the respondents are 46 years old and

above. On the classification of employment, most of the respondents, 47 respondents

specifically, are full time professors or instructors in the College of Arts and Sciences

while 15 are part time professors or instructors.

2. What are the insights of the respondent as to the K to 12 Curriculum?

It was favored by most of the respondents that K to 12 is a challenging and

demanding change to the educational system of our country there being external factors
that needs to be considered like the financial and economic struggles of the Filipinos. 37

out of 62 respondents, or 59.68% agreed to this.

3. What are the significant changes brought about by the K to 12

Curriculum?

These results show that respondents believe new trainings and seminars to be

the significant change brought about by the K to 12 Curriculum, at 66.13%. It was least

favored, however, that additional subjects are one of the significant changes, at 40.32%.

4. To what extent are the General Education Faculty affected by the K12

implementation?

a. Financially affected by the K12 Curriculum

b. Teaching schedule affected

c. Syllabus of the subject or course affected

d. Professional status

e. Co-workers

f. Resources of the Faculty Members

g. Resources of the School

Based on the findings, respondents agree that they are affected as to their

financial status or ability and teaching schedule. The respondents are, however, neutral

as to the effects on their syllabus of the subject or course they are teaching and on their

professional status. The respondents agree that their co-workers, and the faculty and

school’s resources are affected by the implementation of the K to 12 Curriculum.

5. What are the problems encountered by the Faculty respondents as to its

implementation?
 According to the results gathered, it is mostly favored by the respondents that the

problem most encountered by the faculty members due to the implementation of the K

to 12 Curriculum is the retrenchment of faculty members, at 58.06%. On the other hand,

the respondents consider additional workload as a minimal problem, at 20.97%.

6. What are some recommended solutions to solve such problems?

It is shown by the results that the mostly favored recommended solution to the

problems stated in the table is that security and benefits should be provided to the

faculty members to aid them in the transition of the curriculum. Although security and

benefits got the most favor from the respondents, the respondents also believe that

facilities must be furnished and improved.

Conclusions

Based on the summary of the findings, the following are the conclusions inferred

by the researchers:

1. Majority of the respondents are employed as a full time professor, and as

to respondents’ age, majority are 46 years old and above.

2. The top insight of the respondents about the K to 12 curriculum is that the

implementation of the K to 12 curriculum is a challenging and demanding change to the

educational system of our country. However, a contrary to the top insight as claimed by

the respondents, they also have the second top insight which negates the top insight as

mentioned. The implementation of the K to 12 is a disadvantage to the professors,

instructors, or teachers because of possible retrenchment program, or the difficulty in

adjusting to the curriculum, or causing them to deal with some additional workload.
 3. The majority of the respondents claim that the significant change brought

about by the K to 12 curriculum is that they were required to go through or attend some

new trainings and seminars regarding the changes in curriculum.

4. The K to 12 curriculum will really affect the respondents, being the

professors of College of Arts and Sciences of San Beda College – Manila, negatively

because of the changes and problems incurred due to the full implementation of the K

to 12 curriculum as to their financial status or ability, their professional status, their

workload will be lessen, and the resources of the school in meeting the changes and

demand of the full implementation of the K to 12.

5. Majority of the respondents claim that the main problem encountered by

them due to the full implementation of the K to 12 is the possible or actual retrenchment

of faculty members.

6. The full implementation of the K to 12 in the College of Arts and Sciences

of San Beda College – Manila gives the majority of the respondents the idea of claiming

that the recommended solution of such implementation is the security of tenure and

benefits must be provided or granted to the faculty members.

Recommendations

In view of the findings and the conclusions drawn, the following

recommendations are made by the researchers:

1. For future researchers with the same nature of study:

a. to get the insights of the faculty members of schools which are not of

the same nature as San Beda College, i.e. public schools or

universities;
 b. to conduct interviews or surveys on the students and faculty members

of schools with greater population; and

c. to try to focus on the effects of the implementation not just on the

students or faculty members, but also to the parents of students who

are affected by such implementation.

2. For the school administration:

a. to conduct assessment on the members of the faculty members in

order to find out how the implementation of the program personally

affects each member;

b. to provide benefits and a sense of security for the professors or

instructors who are negatively affected by the implementation of the

program;

c. to review the capacity of the school in implementing the K to 12

Curriculum, not just regarding teaching personnel but also the school’s

facilities; and

d. to conduct more seminars, to both faculty members and the student

body, regarding the pros and cons of implementing the K to 12

Curriculum.

3. For the CAS Faculty Members:

a. to have broader understanding of the advantages that the full

implementation of the K to 12 Curriculum can bring to them; and

b. to become aware of the long term effects that the implementation of

the K to 12 Curriculum has.

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Montebon, D. R. (2014). K12 Science Program in the Philippines: Student Perception

on its Implementation. International Journal of Education and Research, 155.

Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2017). Foundations of

Education. Boston: Cengage Learning.

Perfecto, P. A. (2015, March 28). K-to-12 and inclusive growth. Philippine Daily Inquirer,

p. A15.

Philippine Laws and Jurisprudence Databank. (n.d.). Retrieved October 08, 2017, from

The LawPhil Project - Arellano Law Foundation:

www.lawphil.net/statuses/repacts/ra2013/ra_10533_2013.html

Technology Integration Frameworks for the K-12 Curriculum. (2013, March).

Retrieved from

http://indonesiadigitallearning.com/PustakaReferensiBidangPendidikan/story_con

tent/external_files/IDL-Book-9-HANOVER%20-%20Technology%20Integration

%20Frameworks%20for%20the%20K12%20Curriculum.pdf

Theoretical Framework and Services. (n.d.).

Retrieved from http://www.k12academics.com/educational-psychology/school-

psychology/theoretical-framework-services#.WbA50POGNdh

“The Implementation of Kto 12 Program” (2013, May).

Retrieved from http://cianeko.hubpages.com

The Quality of Philippine Education in the New Millennium. (2012, January 25).

Retrieved September 5, 2017, from http://lcc.edu.ph/registrar/quality%20of

%20education.html

Timperley, H., & Robinson, V. (2000). Workload and the Professional Culture of

Teachers . Educational Management & Administration , 47-49.

PERIODICAL ARTICLES

Añonuevo, R. T. (2014, June 23). K-to-12 results in faculty layoffs in higher education.

Philippine Daily Inquirer, p. E1.

Dizon, N., & Quismondo, T. (2015, May 08). Palace: K to 12 to give students 'better

education'. Philippine Daily Inquirer, p. A5.

Doyo, M. C. (2012, July 05). Mentoring the Mentors and K to 12. Philippine Daily

Inquirer, p. A11.

Hernandez, B. (2012, June 08). Preview of Enhanced Basic Education Act of 2012.

Philippine Daily Inquirer, p. A13.

Herrera, E. F. (2015, March 10). K to 12 kinks. The Manila Times, pp. A4-A5.

Kritz, B. (2015, May 30). K-to-12 is vital to the Philippine Economy. The Manila Times,

p. A1; B1; B4.

Malipot, I. H. (2014, July 9). 'K to 12' gets 'B' grade from teachers. Manila Bulletin, p. 12.
Perfecto, P. A. (2015, March 28). K-to-12 and inclusive growth. Philippine Daily Inquirer,

p. A15.

BOOKS

Aubrey, K., & Riley, A. (2016). Understanding & Using Educational Theories. London:

SAGE Publications Ltd.

Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2017). Foundations of

Education. Boston: Cengage Learning.

JOURNAL ARTICLES

Acosta, I., & Acosta, A. (2016). Teachers' Perceptions on Senior High School

Readiness of Higher Education Institutions in the Philippines. Universal Journal

of Educational Research, 2436.

Montebon, D. R. (2014). K12 Science Program in the Philippines: Student Perception

on its Implementation. International Journal of Education and Research, 155.

Timperley, H., & Robinson, V. (2000). Workload and the Professional Culture of

Teachers . Educational Management & Administration , 47-49.

APPENDIX
 APPENDIX A
LETTER TO RESPONDENTS
 APPENDIX B
SAMPLE BLANK QUESTIONNAIRE
Name: (Optional) _____________________________________
Instructions: Please put a check on the box next to the answer of your
choice. Check as many as you want.
Age:
 23-25
 26-28  32-34  40-42
 29-31  35-37  43-45
 38-40  46 and above

Employment:
 Part time
 Full time
3.) To what extent are the faculty members affected by the K-12
Implementation?
Strongly Agree Neutral Disagre Strongly
Agree e Disagre
e
a. I am financially affected by
the implementation of the K-
12 Program.

b. My teaching schedule is
affected by the
implementation of the K-12
Program.
c. The syllabus of the
subject/course I am teaching
is affected by the
implementation of the K-12
Program.
d. It affected my professional
status (e.g. demoted)

d. It affected my professional
status (e.g. demoted)

e. My co-workers are greatly

affected (e.g. laying off)

f. The resources of the faculty

members could not meet the
demands of the sudden
change in curriculum.

g. Resources that should have

been used by the school for
the improvement of faculty
services were used for the
implementation of the K-12
program.

4.) What are the problems you encountered due to implementation of the
K12 curriculum?
 Need for training related to k12 curriculum
 Additional workload
 Abrupt changes in the curriculum
  Transition from the 10 year general education to K-12 Curriculum
 Lack of facilities
 Difficulty to adjust to the curriculum
 Retrenchment of faculty members

5.) What are the recommended solutions for such problems?

 Provide necessary trainings and seminars
 Furnish and improve necessary facilities
 Provide security and benefits to the faculty members to aid in the transition
of curriculum
 Allow a smooth transition for the Faculty members through guidance by the
school
 Other (provide a solution related to the problem chosen):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

APPENDIX C
TABULATION OF RESULTS

TALLY SHEET

Age:

23-25 y.o. 0 32-34 y.o. 4 40-42 y.o. 9

26-28 y.o. 2 35-37 y.o. 6 43-45 y.o. 7
29-31 y.o. 2 38-40 y.o. 6 46 y.o. and above 26
TOTAL = 62

Employment:

Part time 15
Full time 47
TOTAL = 62
 56

1.) What are your insights about the K-12 curriculum? (AS MANY AS YOU WANT)
 It is a challenging and demanding change to the educational system of our
country. – 37 OUT OF 62
 It is beneficial to the students because of the advantage of graduating in Senior
High School can ease employment hunting. – 28 OUT OF 62
 It is a disadvantage on part of the students and parents because of the two
added years in high school that will cost them more expenses. – 25 OUT OF 62
 It is a disadvantage to the professors, instructors, teachers because of possible
retrenchment program, or difficulty to adjust in the curriculum, or additional
workload. – 36 OUT OF 62
 Others, please specify: - 7 OUT OF 62
 “MORE THINGS TO KNOW & TO EVALUATE.”
 “POINTLESS BECAUSE OF THE INSUFFICIENCY OF MATERIALS
NEEDED LIKE BOOKS, AND UNAVAILABILITY OF TEACHERS.
DISADVANTAGEOUS TO STUDENTS FROM PRIVATE SCHOOL WITH
HIGH STANDARD OF EDUCATION.”
 “IT IS UNREASONABLE BECAUSE IN THE FIRST PLACE, A NUMBER OF
SCHOOLS NATIONWIDE LACK CLASSROOMS. HOW CAN THEY
ACCOMMODATE THESE TWO ADDED LEVELS?”
 “CURRICULUM AND SUBJECT CONTENT SIMPLY COPIED FROM
COLLEGE WITHOUT CHECKING NUMBER OF HOURS NEEDED AND
CAPACITY TO LEARN BY SHS STUDENTS.”
 “THE GOVERNMENT IS NOT YET READY WITH THE IMPLEMENTATION
OF THE PROGRAM.”
 “SIMPLY COMPLYING AN EXTERNAL STANDARD.”
 “THE GOVERNMENT IS NOT ENTIRELY PREPARED PRIOR TO K12’S
IMPLEMENTATION WHICH RESULTED TO MORE PROBLEMS.”

2.) What are the significant changes brought about by K-12 curriculum? (AS MANY AS
YOU WANT)
 Learning materials – 28 OUT OF 62
 Basic education completely changed (not merely reformed) – 33 OUT OF 62
 Reorganization of the Faculty – 35 OUT OF 62
 New trainings and seminars – 41 OUT OF 62
 Additional Subjects – 25 OUT OF 62
 Longer period of teaching high school students due to additional years added in
the curriculum. – 32 OUT OF 62
 57

3.) To what extent are the faculty members affected by the K-12 Implementation?
Strongly Agree Neutral Disagre Strongly
Agree e Disagree

a. I am financially affected by the

implementation of the K-12 18 28 12 4 0
Program.
(TOTAL OF 62)

b. My teaching schedule is
affected by the implementation of 19 21 11 10 1
the K-12 Program.
(TOTAL OF 62)

c. The syllabus of the

subject/course I am teaching is 16 14 7 9 4
affected by the implementation of
the K-12 Program.
(TOTAL OF 62)

d. It affected my professional 2 9 26 18 7
status (e.g. demoted)
(TOTAL OF 62)

e. My co-workers are greatly 30 25 5 1 1

affected (e.g. laying off)
(TOTAL OF 62)

f. The resources of the faculty

members could not meet the 14 29 11 4 4
demands of the sudden change in
curriculum.
(TOTAL OF 62)

g. Resources that should have

been used by the school for the
improvement of faculty services 16 23 17 4 2
were used for the implementation
of the K-12 program.
(TOTAL OF 62)
 58

4.) What are the problems you encountered due to the implementation of the K-12
curriculum? (AS MANY AS YOU WANT)
 Need for training related to K-12 curriculum – 32 OUT OF 62
 Additional workload – 13 OUT OF 62
 Abrupt changes in the curriculum – 28 OUT OF 62
 Transition from the 10 year general education to K-12 Curriculum – 19 OUT OF
62
 Lack of facilities – 35 OUT OF 62
 Difficulty to adjust to the curriculum – 18 OUT OF 62
 Retrenchment of faculty members – 36 OUT OF 62

5.) What are the recommended solutions for such problems? (AS MANY AS YOU
WANT)
 Provide necessary trainings and seminars – 36 OUT OF 62
 Furnish and improve necessary facilities – 35 OUT OF 62
 Provide security and benefits to the faculty members to aid in the transition of
curriculum – 48 OUT OF 62
 Allow a smooth transition for the Faculty members through guidance by the
school – 39 OUT OF 62
 Other (provide a solution related to the problem chosen): - 4 OUT OF 62
 “SOME FACULTY CAN TEACH IN SHS.”
 “MATH AREA IS NOT YET AFFECTED (9 UNITS LEFT) UNLIKE THE
ENGLISH AREA (3 UNITS LEFT) IN GEN ED.”
 “REVIEW THE IMPLEMENTATION OF THE PROGRAM.”
 “THE INSTITUTION MUST ALLOW COLLEGE PROFESSOR’S
TRANSFER TO BASIC EDUCATION DEPARTMENT WITHOUT SALARY
DIMINUTION.”
59