Kahandaan ng mga Guro sa Pagtuturo ng Filipino 8 sa Ilalim ng Enhanced MATATAG Curriculum
DOI:
https://doi.org/10.5281/zenodo.20311877Keywords:
Kahandaan ng Guro, Enhanced MATATAG Curriculum, Pagtuturo ng Filipino, Kagamitang Pampagtuturo, Mungkahing Gawaing Interbensiyon, Edukasyong Pampedagohiya, Mixed Method na Pananaliksik, Propesyonal na Pag-unladAbstract
Ang pananaliksik na ito ay naglayong suriin ang antas ng kahandaan ng mga guro sa pagtuturo ng Filipino 8 sa ilalim ng Enhanced MATATAG Curriculum sa ikaanim na distrito ng Pangasinan. Ginamit sa pag-aaral ang deskriptibong pamamaraan ng pananaliksik (Explanatory Sequential Mixed Method) at kinalap ang datos mula sa tatlumpu’t dalawang (32) guro sa pamamagitan ng isang estrukturadong talatanungan. Sinuri sa pag-aaral ang propayl ng mga kalahok, ang kanilang kahandaan sa aspeto ng kagamitang pampagtuturo, pagsasanay, kaalaman, at kumpiyansa, pati na rin ang ugnayan ng kanilang demograpikong katangian sa kanilang antas ng kahandaan. Batay sa mga natuklasan, ang mga guro ay nagtataglay ng sapat na kwalipikasyong akademiko at espesyalisasyon sa Filipino, kung saan ang kalahati sa kanila ay nasa posisyong Teacher III. Ang pangkalahatang antas ng kahandaan ng mga guro ay nakakuha ng weighted mean na 4.39, na nagpapahiwatig ng "Mataas na Kahandaan." Sa iba't ibang dimensyong sinuri, ang aspeto ng "Kumpiyansa sa Pagtuturo" ang nakapagtala ng pinakamataas na marka mean na 4.61, na nagpapakita ng positibong sikolohikal na disposisyon ng mga guro sa kabila ng mga pagbabago sa curriculum. Gayunpaman, natukoy din ang ilang hamon tulad ng limitadong suportang administratibo at kakulangan sa opisyal na kagamitang pampagtuturo mula sa kagawaran. Lumabas sa istadistikal na pagsusuri na walang makabuluhang ugnayan sa pagitan ng propayl ng mga guro at ng kanilang antas ng kahandaan, na batay sa datos na nalikom, ang pagiging handa ay isang kolektibong katangian na hindi nakadepende sa edad, kasarian, o haba ng serbisyo. Bilang konklusyon, bagaman handa ang mga guro sa aspetong internal, kinakailangan pa rin ang mas malakas na suportang teknikal at lohistikal. Iminumungkahi ng pag-aaral ang pagpapatatag ng mga School-Based Learning Action Cell (SLAC) sessions at ang pagbuo ng mga lokalisadong kagamitang pampagtuturo upang masigurong magiging epektibo ang implementasyon ng MATATAG Curriculum sa asignaturang Filipino.
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