Perceived Demand Experienced by New Senior High School Teachers in the Philippines: A Mixed Methods Study on the Microlevel Novel Obligations of National Education Reform

Allan B. I. Bernardo; Barbara Wong-Fernandez; Carissa M. Enteria; Mateo D. Macalaguing; Henry G. Magat

doi:10.6209/JORIES.202106_66(2).0009

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社会科学 > 教育学

DOI： 10.6209/JORIES

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Perceived Demand Experienced by New Senior High School Teachers in the Philippines: A Mixed Methods Study on the Microlevel Novel Obligations of National Education Reform

菲律宾新高中教师的需求感知：从国家教育改革微观层面看新义务的混合方法研究

Allan B. I. Bernardo ； Barbara Wong-Fernandez ； Carissa M. Enteria ； Mateo D. Macalaguing ； Henry G. Magat

教育科学研究期刊； 66 卷 2 期 (2021 / 06 / 01) ， P265 - 288

英文 DOI： 10.6209/JORIES.202106_66(2).0009

educational reform ； high school teachers ； mixed methods study ； perceived demand ； Philippines ；教育改革；高中教师；混合方法研究；需求感知；菲律宾

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摘要 │ 参考文献 (23) │ 国际计量

摘要〈TOP〉

In 2016, the Philippine Congress enacted a law that added 2 years to the basic education cycle by implementing a new Senior High School (SHS) program. As part of this national reform effort, schools were required to recruit, orient, and train the first batch of SHS teachers to implement the new curriculum. This mixed methods study explored the microlevel effects of national education reform by analyzing the experiences of new SHS teachers at private schools in Metro Manila regarding new requirements, novel obligations, and increased uncertainties; these are collectively referred to as ＂perceived demand.＂ A convergent parallel design for mixed methods research was employed, and qualitative data from focus group discussions and quantitative data from a questionnaire revealed that several domains were related to perceived demand, including career plans, instructional tasks, and financial concerns. Quantitative data further indicated how heavy, career-related perceived demand was associated with less positive coping strategies and reduced self-esteem. The results demonstrate how the burden of career-related perceived demand relates to teachers' coping mechanisms. The discussion focused on the viability of applying perceived demand caused by social change in analyzing the microlevel effects of reform on teachers, and possible strategies for implementation were discussed.

并列摘要〈TOP〉

参考文献 ( 23 ) 〈TOP〉

Acosta, I. C., & Acosta, A. S. (2016). Teachers’ perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2435-2450.
连结：
Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. 6
连结：
Aranda, A. J., Aldea, A., Bachoco, M. C., Guzman, C. D., Diezmos, R. J., & Aranda, M. R. R. (2018). A phenomenological study on the lived experiences of college faculty transitioned to senior high school in the Philippines. Advanced Science Letters, 24(4), 2806-2809.
连结：
Bernardo, A. B. I., Wong-Fernandez, B., Macalaguing, M. D., Jr., & Navarro, R. C. (2020). Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 63-76.
连结：
Bringula, R. P., Balcoba, A. C., Alfaro, L. E., & Merritt, J. (2019). Managing the perceived impact of K to 12 implementation on academic staff tenure and financial stability: Evidence from five higher education institutions in the Philippines. Educational Research for Policy and Practice, 18, 181-200.
连结：

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