Greater empowerment of public school principals, teachers and student ( the so-called internal stakeholders in teaching-learning) leads to better chances of successful curriculum implementation and better student performance.
For this reason, education officials should involve them more in the preparation and delivery of the curriculum, according to a study at Negros Oriental State University.
“There is a higher positive correlation between internal stakeholder empowerment and successful curriculum implementation of selected Grade 7 classes among the three internal stakeholders (teachers, students and principals),” according to a study by Dr. Rusell Tucker, guest lecturer from California, U.S.A., who teaches physics and environmental science to college and high school students at NORSU.
He said stakeholder empowerment is a defining factor in the implementation of Grade 7 curriculum in the respondent schools covered in the study– public city junior high schools in Canlaon, Guihulngan, Bais, Tanjay, Dumaguete and Bayawan. He surveyed, interviewed and held focus group discussions with 400 students, teachers and principals in these towns
He measured “empowerment” using a 70-item scale for teachers and principals, and a 20-item scale for students. Sample items include, for teachers and principals: autonomy in decision-making, knowledge on curriculum design, acceptance of responsibility, curriculum training and professional knowledge. For teachers, principals and students: accountability in performance, self-esteem/self-efficacy.
Responses ranged from “not implemented = 1” to “highly implemented = 3,” with higher scores indicating higher levels of empowerment.
The responses indicated that with greater empowerment, stakeholders (especially teachers), would be capable of displaying a higher level of curriculum implementation; and with desired training and materials, the teachers could be more creative in their teaching approach and the concerned schools could display a higher achievement in their students’ success.
The data also suggested that although the Grade 7 curriculum is still progressing, internal stakeholders need to be given even greater empowerment to ensure continued success. During the focused group discussions, the teachers said they desired greater decision-making power in the curriculum design.
He recommended that curriculum developers from the highest levels should consider giving principals, students, and especially teachers, a greater part at every stage of the curriculum process, from design to delivery.
Tucker noted that the implementation of K to 12 educational programs in the Philippines had been in progress in the last four school years. Grade 7 started in school year 2012-13 and Grade 11 under senior high curriculum started in 2016-17.
The study was presented during the 2nd International Conference in Research, Education, Management & the Social Sciences in Subic, Zambales. (Dr. Joy G. Perez / SU REnews)
