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Conceptual Framework

-Educational background -Years of teaching experience -position The document discusses how schools and teachers must keep pace with rapid societal changes and technological progress. It notes that the Philippine curriculum needs to be adapted to societal changes and build resiliency following the COVID-19 pandemic. The Department of Education developed a Learning Continuity Plan to address challenges in basic education during the pandemic, including delayed classes, online learning, and training teachers and parents for homeschooling.

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0% found this document useful (0 votes)

37 views

Conceptual Framework

Uploaded by

Michael Sebullen

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Download as DOCX, PDF, TXT or read online on Scribd

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a.

Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Conceptual
-Years ofFramework
teaching experience
-position

The world is changing so fast that in order for schools to

cope with new innovations, they should keep at pace with the

tempo of societal changes and technological progress (American

a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Research Institutes, 2021). The of
-Years schools asexperience
teaching well as the teachers of
-position
today should participate in the educational and social revolution

(World Bank, 2019). Thus, the curriculum in Philippine schools

today has to be geared to the rapid societal changes and the

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
resiliency to overcome -Years
COVID-19 pandemic
of teaching and
experience the new
-position
responsibilities for the new breed of Filipinos.

Similarly, an official statement from the Department of

Education (DepEd) last May 2020 said that “the country and the

world at large are facing new challenges brought about by the

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
unforeseen public health crisis.” DepEd
-Years of came
teaching up with the Learning
experience
-position
Continuity Plan (LCP) to address the challenges in basic education.

Opening of classes was delayed that aimed for teachers and

students to adjust in the new learning set up. While the delay,

DepEd through partner institutions and organizations are crafting

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
the LCP by means of learning
-Yearsmaterials
of teachingalignment,
experience exploration of
-position
modalities of delivery and training of teachers and parents for

homeschooling. In the studies of Doyle, Zhang, & Mattatall (2020)

states that online learning is the only one of the options among all

others in this new learning set up as well as for the teachers to

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
deliver the intended curriculum for theexperience
-Years of teaching learners. A grueling
-position
transition was expected and DepEd look forward to the teachers,

students and parents cooperation. It is not just the basic

education who experienced challenges alone, higher educations are

affected just the same.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Curriculum Delivery -Years of teaching experience
-position
In the PQF Law IRR of 2019, states that curriculum operates

under the framework of lifelong learning, which refers to “all

learning activities whether formal, non-formal or informal,

undertaken throughout life, which results in improving knowledge,

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
know-how, skills, competencies and/or
-Years of qualifications”.
teaching experience Similarly,
-position
in the study of Okabe, (2015) stated that curriculum delivery in the

area of instruction comprises means and resources used to

structure the learning experience. Curriculum delivery in the area

of instruction makes explicit what (and when) teachers should

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
teach and studentsshould
-Years oflearn and
teaching being implemented
experience
-position
throughout the school and is shared with the stakeholders like

parents, community, and other government and private agencies

(Ramparsed, 2020).

Continuing Professional Development

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Fullen (2015) defines
-Years of professional development as
teaching experience
-position
“continuous learning focused upon the sum total of formal and

informal learning pursued and experienced by the teacher in a

compelling learning environment under conditions of complexity

and dynamic change”. Teacher training and in-service professional

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
development are key to -Years
effective teaching
of teaching (MOE, 2015; Fraser,
experience
-position
2017). According to Hummond, Wei, Andree & Richardson (2017)

and Rhodes, Stokes, & Hampton, (2018) effective professional

development is intensive, creates learning opportunities,

identifying own learning needs and others; evaluating yourself,

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
observational and peer-review skills; experience
-Years of teaching accessing mentoring;
-position
engaging in reflection, professional dialogue and feedback and

builds strong working relationships among teachers.

Continuing professional development rooted from social-

constructivist learning theory which claims that learning is

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
dependent on socio-cultural
-Yearsinfluences based from the CPD
of teaching experience
-position
providers. Therefore, it is through interaction and exercise of

communication from the experts of a certain professional skills

that people learn (Gomez et. al 2020). In addition, it is the

teacher’s role to create a situation using the learnings from CPD

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
where the learner can compile
-Yearstheir own interpretations
of teaching experience by using
-position
interpretations of others around them in order to deliver the

curriculum better and draws a clear line of curriculum delivery in

the area of instruction. This is where the teacher provides a means

for learners resulted from the continuing professional development

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
insights to apply already -Years
existingof skills to experience
teaching acquire new knowledge
-position
(Buena, 2019). In this view, the social-constructivist learning

theory is a supporter of Piaget’s work (Constructivism), but they

disagree on one key point: Social-constructivism criticizes

Constructivism for focusing on the individual learner rather than

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
on the social context in which
-Years learning takes
of teaching place and advocate
experience
-position
that interaction between learners, or teachers and the experts

through continuing professional development program, influences

the level of conceptual understanding (Brown, 2017).

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Level of Participation to-Years
Continuing Professional
of teaching experience Development
Programs -position

Education is a never-ending process. It doesn’t stop after

earning a degree and starting a career. Through continuing

education, career-minded individuals can constantly improve their

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
skills and become more proficient at theirexperience
-Years of teaching jobs. This is proven in
-position
the stduy of Johanson (2019) that teachers who are always

participating (profoessionally proactive) excel notably in the

different curricular and co-curricular activities of their school and

often received faster promotion. In the field of K-12 education

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
administration, it is -Years
particularly
of teachingimportant
experience for school
-position
administrators to encourage teachers to activiely participate in the

different professional development programs, not only to ensure

the best learning outcomes for their students but also to be more

effective and satisfied in various other aspects of their work.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Without doubt, the most-Years
important person
of teaching in the curriculum
experience
-position
delivery in the area of instruction is the teacher. With their

knowledge, experiences and competencies, teachers are central to

any curriculum delivery effort. Better teachers support better

learning because they are most knowledgeable about the practice

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
of teaching and are responsible forteaching
-Years of introducing the curriculum in
experience
-position
the classroom (Valdez et. al, 2019).

Further, in the study conducted by Handler (2019) results

shows that teachers who least participated in the different

continuing professional development activities show low motivation

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
at work and low performance.
-Years ofSimilarly, teachers who actively
teaching experience
-position
participating in the continuing professional development of the

school often awarded with critically claim innovation useful to the

school community as well in their pedagogy (Okabe, 2015).

Finally, in curriculum delivery in the area of instruction, teachers

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
has to be considered essential
-Years ofthat affects
teaching curriculum. Hence,
experience
-position
teacher involvement in the continuing professional development

activities is important for successful and meaningful curriculum

delivery (Carl, 2019).

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
The participation of-Years
teachers towards
of teaching engaging continuing
experience
-position
professional program is anchored on behaviourism wherein

learning as a change in the behaviour of the learner. The learning

theory suggests that in order to have learning through continuing

professional development programs, teachers must be actively

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
engaged and being rewarded immediately
-Years of teachingto reinforce their activity
experience
-position
(Allen, 2019). Behaviourism concentrates on the aspects of

learning that are overtly observable and measurable. The desired

behaviour is advanced by external stimuli. Therefore, it is mainly

based on the stimuli-response associations: given the right

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
stimulus, you will get the-Years
right of
response
teaching (Klink, 2017). Similarly,
experience
-position
attending continuing professional development programs gives the

teacher a credit that can be use for personal motivation or for work

promotions.
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Degree of Usefulness of the Continuing
-Years Professional
of teaching experience Development
Programs -position

The K to 12 Education Program changed many facets of the

basic education system such as its philosophy, structure, and

curricula according in the study of Monterozo (2020). One can

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
argue that more than the -Years
“whatsofofteaching
teaching”, the K to 12 Program
experience
-position
also altered its “hows”. These reforms are very much evident in the

changes in the different curricular activities such as lesson

planning, teaching and classroom management, and learning

assessment. Buena (2019) further explained it is notable that while

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
there are materials that are easily
-Years downloadable
of teaching for the teachers,
experience
-position
the Enhanced Basic Education Law promotes a relevant and

culturally sensitive curriculum which makes contextualization a

key feature of the new curriculum. Because of this, teachers are

expected to contextualize, indigenize, or localize the lessons as may

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
be necessary to ensure that
-Yearsthe learningexperience
of teaching would be useful and
-position
responsive to the needs of the students since they are the deliverer

of the intended curriculum (GovPH, 2018). Moreover, with the

clamour for inclusivity due to the usability of the different

professional development programs (GovPH, 2018) and recognition

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
of diversity (DepEd, DO -Years
42, s.of 2017 - experience
teaching National Adoption and
-position
Implementation of the Philippine Professional Standards for

Teachers), elaborated the usefulness of the professional

development program which every teacher must be taken into

consideration specially in the curriculum delivery.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
In the recent study of of
-Years Coe (2019)
teaching results showed that
experience
-position
teachers who proactively participating in the different professional

development programs whether in-service training or outside

school training deemed it very useful to attend in any of these

programs for further studies or for pedagogy. However, this is in

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
contrast in the study of Lilla (2020)
-Years that profossional
of teaching experience development
-position
programs bear no use if its not subjected into practice. This means

that these programs will be useful if an only if the teachers who

attended such program knows how to use it in the real classroom

or in the field of instruction. Moreover, this is more grounded on a

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
philosophy of Essentialism wherein
-Years it tries
of teaching to instill to teachers
experience
-position
with the most essential or basic preofessional advancement skills

and character development toward curriculum delivery in the area

of instruction (Haslam, 2019).

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Support given by the Stakeholders in theexperience
-Years of teaching conduct of Continuing
Professional development Programs
-position

Teachers' ongoing professional development is not a matter

of concern for teachers alone. Various stakeholders - school heads,

education authorities, state, society and parents - have interests in

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
teachers' CPD for their own reasons,
-Years depending
of teaching on their place in
experience
-position
the education system (Allen, 2019). Consequently, each of these

stakeholders may have differing priorities for and expectations of

CPD. Teachers may have their personal developmental priorities,

usually determined by their needs, interests and aspirations.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
Institutions may have -Years
different expectations
of teaching from teachers'
experience
-position
professional development, related to their concern with

strengthening institutional performance, culture and image. Apart

from these, the teaching profession also has interests in teachers'

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
professional development, -Years
which of
are reflected
teaching in education policies,
experience
-position
politics and administration (Selvaraj, 2019).

Though studies of Cox (2018) shows a balance between the

different priorities among the stakeholders, in reality professional

priorities (including administrative, parents and private agencies)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
and institutional priorities are of
-Years seen to greatly
teaching outweigh teacher
experience
-position
priorities in terms of attending continuing proefssional

development programs. Such different priorities both stem from

and lead to different understandings and interpretations of the

very notion of CPD. This corroborates in the study of Kerlinger

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
(2012) that with the desire of the
-Years of staekholders to provide CPD for
teaching experience
-position
teachers, it allows them to be the progressivists who believe that

individuality, progress, and change are fundamental to one's

education which can only be attain in the conduct of CPD in

schools. Also in the study of Labaree (2016) states that believing

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
that teachers learn best from what
-Years they consider
of teaching most relevant to
experience
-position
their lives, it centers their curricula on the needs, experiences,

interests, and abilities of students specially in thecurriculum

delivery.
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
With the different-Years
continuing professional
of teaching experience development
-position
program providers as stated in the DepEd Order (DO) No. 001, s.

2020 titled Guidelines for NEAP Recognition of Professional

Development Programs and Courses for Teachers and School

Leaders, the Department of Education (DepEd), through the

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
National Educators Academy of of
-Years theteaching
Philippines (NEAP), issues the
experience
-position
DepEd Professional Development (PD) Priorities for Teachers and

School Leaders for SY 2020-2023. Further, it was clearly identified

here that stakeholders like the different community members are

welcome to share in planning professional development activities in

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
support the realization -Years
of the DepEd’s
of teaching goal of continuous
experience
-position
upskilling and reskilling of teachers and school leaders that will

result in better learning outcomes specially in curriculum delivery

in the area of instruction.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
In addition, in the study
-YearsofofGomez et.experience
teaching al (2020) results shows
-position
that through the different conitnuing professional development

programs provided by the stakeholders, non-governmental support

(private agencies) offers flexibility among teachers participants for

specific local needs, priorities, and emerging developments in

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
teacher and school leader -Years
professional development.
of teaching experienceEventually the
-position
Carjuzaa (2020) came round to the conclusion that CPD was a

joint responsibility, and would succeed only through a

combination of teacher responsibility (teachers' personal initiative

and voluntarism) and state responsibility (support of policies and

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
provisions for CPD), i.e. a -Years
combination of bottom-up
of teaching experience initiative and
-position
top-down support. In this combination, schools, administrators,

management and teacher education institutions (TEIs) played an

important mediator role.

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
The independent variables
-Years ofare the following:
teaching the curriculum
experience
-position
delivery in the area of instruction specifically continuing

professional developments programs and support from the

stakeholders. These were considered the independent variables

since these are the variables that can transport the data needed to
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
comprehend the curriculum delivery
-Years in the
of teaching area of instruction as
experience
-position
resulted from conitnuing professional development programs and

support being received from the different stakeholders. The

dependent variables are the following: level of teachers’

participation in the different continuing professional development

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
programs, the degree of -Years
usefulness of the
of teaching different continuing
experience
-position
professional development programs being attended by the teachers

and the support given by the stakeholders in these different

continuing professional development programs this time of

pandemic crisis. These are the data which are aimed to convey
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
facts on teachers’ participation, usefulness
-Years of teaching of the different
experience
-position
professional development programs and realization of support in

the conduct of the different continuing professional development

programs.
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
-Years of teaching experience
-position

Independent Variable Dependent Variable

a. Level of Participation
4-Highly Participating (HP)
 Curriculum Delivery in 3-Moderately Participating (MP)
the Area of Instruction 2-slightly participating (SP)
-Continuing 1-least Participating (LP)
Professional
Development b. Degree of Usefulness
-Support 4-very useful (VU)
3- Useful (U)
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
-Years of teaching experience
-position
a. Level of Participation
Dependent
Independent Variable
Variable
4-Highly Participating (HP)
3-Moderately
Curriculum Delivery in
Participating (MP)
the Area
2-slightly of Instruction
participating (SP)
-Continuing
1-least Participating (LP)
Professional
Development
b. Degree of Usefulness
-Support
4-very useful (VU)
3- Useful (U)
2-somewhat useful (SU)
1-not useful (NU)

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
-Years of teaching experience
-position

Moderating Variable

c. Stakeholders’ Support to
curriculum delivery
4- Always Provided (AP)
3-Moderately Provided (MP)
2-Poorly Provided (PP)
1-Not Provided (NP)

Moderating Variable

-Educational background
-Years of teaching experience
-position

Figure 1. Shows the paradigm of the study

Statement of the Problem

The main objective of this research is to determine the

teachers’ participation in the curriculum delivery specifically in the

area of instruction along continuing professional development (CPD)

and in the support of instruction activities provided by the different

stakeholders. Specifically, this study sought to answer the following

questions:

1. What is the level of teachers’ participation in the curriculum

delivery specifically in the area of instruction along?

a. continuing professional development; and

b. support of instruction activities?

2. What is the degree of usefulness of the curriculum delivery

activities specifically in the area of instruction along:

a. continuing professional development; and

b. support of instruction activities?

3. What are the factors affecting the participation of teachers in the

delivery of curriculum specifically in the area of instruction along:

a. continuing professional development; and

b. support of instruction activities?

4. What is the extent of support provided by the stakeholders in the

curriculum delivery specifically in the area of instruction along:

a. continuing professional development; and

b. support of instruction activities?

Assumptions of the Study

1. There is a significant difference in the level of teachers’

participation in the curriculum delivery specifically in the area of

instruction along?

a. continuing professional development; and

b. support of instruction activities?

2. There is a significant difference in the level of usefulness of

curriculum delivery activities specifically in the area of instruction

along:

a. continuing professional development; and

b. support of instruction activities?

3. There are varied factors affecting the participation of teachers in

the delivery of curriculum specifically in the area of instruction

along:

a. continuing professional development; and

b. support of instruction activities?

4. There is a significant difference in the extent of support provided

by the stakeholders in the curriculum delivery specifically in the

area of instruction along:

a. continuing professional development; and

b. support of instruction activities?

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