A RESEARCH

ON THE ROLES OF THE TEACHER AS A CURRICULARIST

OF THE SELECTED TEACHERS IN JUAN R. LIWAG MEMORIAL HIGH SCHOOL

A RESEARCH

ON THE ROLES OF THE TEACHER AS A CURRICULARIST

OF THE SELECTED TEACHERS IN JUAN R. LIWAG MEMORIAL HIGH SCHOOL

In Partial Fulfillment

Of the Requirements for the subject

Curriculum Planning and Development

Dela Cruz, Francheska A.

Lustre, Kenneth T.

Manlangit, Cristine Mei G.

Mariano, Shaira J.

Mendoza, Darwin D.B.

Relucio, Ericson R.
 In Partial Fulfillment

Of the Requirements for the subject

Curriculum Planning and Development

Dela Cruz, Francheska A.

Lustre, Kenneth T.

Manlangit, Cristine Mei G.

Mariano, Shaira J.

Mendoza, Darwin D.B.

Relucio, Ericson R.

INTRODUCTION

In our present day, teachers are treated as the most flexible part of the society; this is
because of the continuous change in the trends in school, approaches and most especially the
curriculum. As teachers we should be able to adjust ourselves so we can be both effective and
efficient all the time. The teacher as a curricularist means, directly involving oneself in the
curriculum, it means that the teacher is the one manipulating the curriculum so it would fit into
the students. This study is focused on finding out the teachers self-assessment on what are the
things that they do to manipulate the curriculum and make them both fitted to them and their
students.

PRESENTATION AND ANALYSIS OF DATA

I. Self-Assessment
Table 1
Mastery of the Subject Matter

Frequency Percentage
YES 20 100%
NO 0 0
TOTAL 20 100 %

Table 1: Mastery of the Subject

Matter

YES
NO

100 % or 20 of the respondents answered that they have the mastery of the subject matter.

Table 2
Implementation of the Teaching Plan

Frequency Percentage
YES 20 100%
NO 0 0
TOTAL 20 100 %
 Table 2: Implementation of the
Teaching Plan

YES
NO

100 % or 20 of the respondents answered that they implement the teaching plan they have
prepared.

Table 3
Monitoring and Assessing of Students Learning

Frequency Percentage
YES 20 100%
NO 0 0
 TOTAL 20 100 %

Table 3: Monitoring and Assessing of

Students Learning

YES
NO

All of the respondents agreed that they monitor and assess the learning of their students.

Table 4
Modifying of activity that suits for the Learners

Frequency Percentage
YES 20 100%
 NO 0 0
TOTAL 20 100 %

Table 4:Modifying of activity that suits

for the Learners

YES
NO

Table 4 shows that 20 or 100% of the respondents came up with the same answer
that they modify the activities to suit their students.

Table 5
Leading the implementation of a new curriculum

Frequency Percentage
 YES 20 100%
NO 0 0
TOTAL 20 100 %

Table 5:Leading the implementation

of a new curriculum

YES
NO

20 or 100% of the respondents said that they lead in implementing new curriculum in the
school.

Table 6
Writing of Instructional Materials based on the recommended school curriculum

Frequency Percentage
 YES 20 100%
NO 0 0
TOTAL 20 100 %

Table 6:Writing of Instructional

Materials based on the
recommended school curriculum

YES
NO

Table 6 implies that all of the teachers write instructional materials based on the
recommended school curriculum.

Table 7
Looking for new ways in improving the teaching and learning process in the classroom

Frequency Percentage
 YES 20 100%
NO 0 0
TOTAL 20 100%

Table 7:Looking for new ways in

improving the teaching and learning
process in the classroom
0%

YES
NO

100%

100% or 20 of the respondents agreed that they look for new ways on how to improve the
teaching and learning process in their classroom.

II. Ranking

Table 8
 Mastery of the Subject Matter

Rank Frequency Percentage

1 16 80%
2 3 15%
3 1 5%
4 0 0
5 0 0
6 0 0
7 0 0
TOTAL 20 100%

Table 8: Mastery of the Subject

Matter
0% 0% 0% 0%
1
5%
2
15%
3
4
5
80% 6
7

Table 8 shows that out of 20 respondents, 16 or 80% respondents ranked the mastery of
their subject matter as their top priority when it comes to teaching and only 1 or 5% of the
respondents classified that the mastery of the subject matter is only third in her priority.

This implies that most of the teachers of Juan R. Liwag Memorial High School give
importance in the mastery of the subject matter.

Table 9

Implementation of the Teaching Plan

 Rank Frequency Percentage
1 1 5%
2 10 50%
3 1 5%
4 3 15%
5 1 5%
6 2 10%
7 2 10%
TOTAL 20 100%

Table 9:Implementation of the

Teaching Plan
1
10% 5%
2
10%
3
5%
4
15% 50% 5
6
7
5%

As can be gleaned in Table 9, 10 or 50% , out of 20 respondents labelled the

implementation of their teaching plan as the second important factor of teacher as a curricularist
and some labelled it first, third and fifth priority as a teacher.

This means that most of the teachers implement the plans they have prepared for their
teaching.

Table 10
Monitoring and Assessing of Students Learning
 Rank Frequency Percentage
1 0 0
2 3 15%
3 7 35%
4 5 25%
5 2 10%
6 3 15%
7 0 0
TOTAL 20 100%

Table 10: Monitoring and Assessing

of Students Learning
0% 0%
1
15% 15% 2
3
10%
4

35% 5
25%
6
7

Table 10 suggests that out of 20 respondents, only 7 or 35 % answered that monitoring

and assessing the students learning as their third priority in teaching. Only 2 ranked it as fifth on
their priority.
Monitoring and Assessing of Students Learning ranked as third in this survey. This
implies that only few of the teachers monitored and assessed the learning of their students.

Table 11
Modifying of activity that suits for the Learners
 Rank Frequency Percentage
1 1 5%
2 2 10%
3 4 20%
4 7 35%
5 4 20%
6 1 5%
7 1 5%
TOTAL 20 100%

Table 11: Modifying of activity that

suits for the Learners
5%
1
5% 5%
10% 2
3
20%
20% 4
5
6
35%
7

Table 11 shows that 7 out of 20 respondents choose modifying of activity that suits for
the learners as fourth on the rank and three of the respondents ranked this individually as their
first, sixth and seventh.

This implies that most of the teachers of Juan R. Liwag Memorial High School consider
the diversity of the learners in terms of making appropriate activities that will lead to learning.

Table 12
Leading the implementation of a new curriculum
 Rank Frequency Percentage
1 0 0
2 0 0
3 4 20%
4 1 5%
5 3 15%
6 4 20%
7 8 40%
TOTAL 20 100%

Table 12: Leading the implementation

of a new curriculum
0% 0%
1

20% 2

40% 3
5%
4
15% 5
6
20%
7

Table 12 shows that 8or 40% out of 20 respondents marked Leading the implementation
of a new curriculum as their last or seventh priority as a teacher and only 1 or 5% considers this
to be ranked as fourth.

This shows that most of the teachers of Juan R. Liwag Memorial High School dont want
to lead the implementation of a new curriculum. They only want to bean implementer of the
recommended curriculum.
Table 13
Writing of Instructional Materials based on the recommended school curriculum
 Rank Frequency Percentage
1 0 0
2 1 5%
3 2 10%
4 1 5%
5 5 25%
6 6 30%
7 5 25%
TOTAL 20 100%

Table 13 shows that Writing of Instructional Materials based on the recommended

school curriculum ranked as sixth based on to the 30% out of 20 respondents and 2 of the
respondents marked this second and fourth.

This implies that majority of the 20 respondents from Juan R. Liwag Memorial High
School make instructional materials based on the recommended curriculum.

Table 14
Looking for new ways in improving the teaching and learning process in the classroom
 Rank Frequency Percentage
1 2 10%
2 1 5%
3 2 10%
4 2 10%
5 5 25%
6 4 20%
7 4 20%
TOTAL 20 100%

Table 14 shows that 5 or 25% out of 20 respondents marked Looking for new ways in
improving the teaching and learning process in the classroom as fifth important for teacher as a
curricularist and only 1 ranked this as second.

This means that only few of the respondents look for new ways in improving the teaching
and learning process in the classroom. They stick with the usual way of teaching and
learning process.

SUMMARY OF FINDINGS:
 PRIORITY
ROLES RANK
1st 2nd 3rd 4th 5th 6th 7th
1
(mastery of the 16 3 1 0 0 0 0 1
subject matter)
2
(implementing of
1 10 1 3 1 2 2 2
the planned
teaching)
3
(monitoring and
0 3 7 5 2 3 0 3
assessing of
students learning)
4
(modifying of
1 2 4 7 4 1 1 4
activity to suit the
learners)
5
(leading in the
0 0 4 1 3 4 8 7
implementation of
a new curriculum)
6
(writing of
instructional
0 1 2 1 5 6 5 6
materials based on
the recommended
curriculum)
7
(looking for new
ways to improve 2 1 2 2 5 4 4 5
teaching and
learning process)

CONCLUSION
From the result of the study, the researchers conclude that most of the respondents from
Juan R. Liwag Memorial High School consider the mastery of the subject matter as the most
important role of the teachers to be prioritized. On the other hand, leading of the
implementation of a new curriculum ranked as the last to be prioritized by the teachers. This
implies that teachers consider the mastery of the subject matter as the most important thing that
they should have or achieve for it will be their guide or key to deliver or impart the knowledge
that they pledge to give and it will be their biggest sin if they enter the room without the
mastery of their lesson.