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

Autor/inn/en	Bringula, Rex P.; Balcoba, Alexander C.; Alfaro, Laurie E.; Merritt, Jennifer
Titel	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
Quelle	In: Educational Research for Policy and Practice, 18 (2019) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-018-9239-1
Schlagwörter	Elementary Secondary Education; Educational Change; Foreign Countries; Private Colleges; Computer Science Education; Teacher Attitudes; Tenure; Teacher Retirement; High School Teachers; Teacher Transfer; Teacher Certification; Employment Level; Academic Rank (Professional); Educational Policy; Philippines + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Privathochschule; Computer science lessons; Informatikunterricht; Lehrerverhalten; Amtszeit; Beschäftigungsdauer; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerversetzung; Beschäftigungsgrad; Politics of education; Bildungspolitik; Philippinen
Abstract	This descriptive survey research utilized a content-validated questionnaire to determine the perceived impact of the implementations of a K to 12 education system in the Philippines. It also determined how teachers plan to manage the possible threats of the new K to 12 education system to their tenure and financial stability. For this study, 77 computing teachers from 5 private higher education institutions in Manila participated and thought that the transition to the new educational structure would have a negative impact on their tenure and retirement. Despite resistance to being transferred to a senior high school position, teachers are getting prepared by attending trainings and taking certification courses to support this change. Government and higher education institutions are offering assistance to help teachers cope with the transition, yet teachers had mixed reactions to this assistance. It was also shown that teachers are affected by the K to 12 system regardless of their academic rank and employment status and concluded that teachers considered different strategies to address the impact of the new system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01