Senior high school program implementation in Cebu, Philippines: The teachers’ perspectives

Abstract

Senior High School education is one of the salient features of the K to 12 curricula. This study explored the lived experience of the 15 Senior High School (SHS) teachers as direct implementers of the program in the Province of Cebu, Philippines. These teachers have been in service in the Department of Education since the SHS program started. This study was qualitative in nature, and it used the phenomenological research design. It utilized the Interpretative Phenomenological Analysis (IPA) steps for its data analysis method. A semi-structured interview guide was also employed to capture the phenomenon’s essence. After an extensive and careful analysis of the transcribed responses from the interviewees, three themes related to the lived experience of the teachers emerged: 1) noteworthy steps, 2) temporary drawbacks, and 3) teachers’ suggestions for future directions. The findings of the study revealed that the informants had been provided with enough training, evaluation and monitoring, and free Internet connectivity. However, they also experienced the nonuniformity of access to learning materials, difficulty in teaching new courses, and complexity brought about by the mismatched students’ behaviors. For future direction, other researchers may delve into the lived experience of the SHS students.

Keywords

• k-12 curriculum
• lived experience
• phenomenology
• senior high school