Media and Information Literacy in Practice: Views of Selected Senior High School Teachers from the Philippines

2019 ◽  
Author(s):  
Angelito Bautista Jr.
Keyword(s):  
High School ◽  
Data Analysis ◽  
High School Teachers ◽  
Information Literacy ◽  
Deep Understanding ◽  
The Philippines ◽  
Senior High School ◽  
Early Years ◽  
School Teachers

This qualitative case study studied and explored how seven senior high school teachers in the Philippines taught Media and Information Literacy in the early years of its implementation through interviews, and analysis of the teachers’ lesson plans. To guide the data analysis, the researcher used the seven phases of analytic procedures or data analysis as described by Marshall and Rossman (2011). Results revealed that there was confusion and misunderstanding among school authorities as to the qualities of prospective MIL teachers as shared by the informants; motivation and preparation of MIL teachers were inadequate; and teachers did not have a deep understanding of the meaning, significance, and scope of the subject, MIL. Furthermore, the selected teachers simply used whatever strategies they know; and materials were not readily available for their use.

Media and Information Literacy in Practice: Views of Selected Senior High School Teachers from the Philippines

2019 ◽  
Author(s):  
Angelito Bautista Jr.
Keyword(s):  
High School ◽  
Data Analysis ◽  
High School Teachers ◽  
Information Literacy ◽  
Deep Understanding ◽  
The Philippines ◽  
Senior High School ◽  
Early Years ◽  
School Teachers

This qualitative case study studied and explored how seven senior high school teachers in the Philippines taught Media and Information Literacy in the early years of its implementation through interviews, and analysis of the teachers’ lesson plans. To guide the data analysis, the researcher used the seven phases of analytic procedures or data analysis as described by Marshall and Rossman (2011). Results revealed that there was confusion and misunderstanding among school authorities as to the qualities of prospective MIL teachers as shared by the informants; motivation and preparation of MIL teachers were inadequate; and teachers did not have a deep understanding of the meaning, significance, and scope of the subject, MIL. Furthermore, the selected teachers simply used whatever strategies they know; and materials were not readily available for their use.

Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform

2020 ◽  
Vol 10 (2) ◽  
pp. 63-76
Author(s):  
Allan B. I. Bernardo ◽  
Barbara Wong-Fernandez ◽  
Mateo D. Macalaguing Jr ◽  
Romel C. Navarro
Keyword(s):  
Professional Development ◽  
High School ◽  
Education Reform ◽  
High School Teachers ◽  
Career Planning ◽  
Continuing Professional Development ◽  
The Philippines ◽  
Senior High School ◽  
School Teachers ◽  
Teachers Professional Development

The professional development of teachers is an important component of quality standards for any educational system, as teachers’ engagement in continuing professional development (CPD) activities are related with aspects of professional commitment and satisfaction. In this study, we explore how perceived demands of a national educational reform in the Philippines are associated with different indicators of senior high school teachers’ professional development. A survey of 289 teachers recruited to teach senior high school for the first time in the Philippines indicated that perceived demand was not associated with CPD participation intentions, but that perceived demand related to job requirement and to career planning had different associations with attitudes towards CPD. These different associations can be viewed as adaptive responding to the uncertainties in their changing work environment. The implications for conceptualizing the context of teachers’ professional development, and the external factors that strengthen or weaken teachers’ positive attitudes towards CPD are discussed.

scholarly journals Effect of Leadership and Information System Management on Teacher Performance

2018 ◽  
Vol 7 (2.5) ◽  
pp. 92
Author(s):  
Rahayu Retnaningsih ◽  
M Marsigit ◽  
S Supriyoko ◽  
Heri Nurdiyanto
Keyword(s):  
High School ◽  
Information System ◽  
Data Analysis ◽  
High School Teachers ◽  
Management Information System ◽  
Integrated Management ◽  
Teacher Performance ◽  
Senior High School ◽  
Management Information ◽  
School Teachers

This study examines the influence of leadership and integrated management information system on the performance of Klaten State Senior High Schoolteachers. To create a good teacher performance is done with the utilization of information technology through integrated management information system as a means to provide services and improve teacher performance. The purpose of this research are: (1) to know the significance of leadership influence on teacher performance in Klaten State Senior High School , (2) to see the impact of the use of integrated management information system on the performance of Klaten State Senior High School teacher, (3) to know the effects of leadership and system combined management information on the performance of Klaten State Senior High School teachers. The number of samples is 95 people with data collection methods through distributing questionnaires, digging from documents and interviews. Data analysis technique in a prerequisite test of data analysis using Parson Product Moment correlation (r). Testing data normality using Chi-Square analysis with 5% significance level, and multiple regression. The results showed that leadership has a positive and significant impact on teacher performance, integrated management information system has a positive and significant effect on the performance of Klaten State Senior High School teachers, leadership and integrated management information system together also have a positive and significant impact on the performance of Klaten State Senior High School. Implications of command and integrated management information systems are vital factors that can affect the performance of Klaten State Senior High School teachers. 

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project
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