I.

Demographic profile of the Respondents according to:

Table 1. Distribution of Respondents in terms of Designation

Level of School Frequency Percentage (%)

Elementary 12 40
Secondary 18 60
Total 30 100%

The table 1 shows that the majority of the respondents were secondary teachers. Only

twelve (12) or 40% were elementary teachers.

Table 2. Distribution of Respondents in terms of Length of Teaching Experience

Number of years in teaching Frequency Percentage (%)

1yr-10yrs 13 43.3
11yrs-20yrs 9 30
21-30yrs 5 16.7
31yrs and above 3 10
Total 30 100%

The table 2 shows the results that most of the teacher is 1 to 10 years in teaching services

with the frequency of (13) or 43.3 %. Then followed by the 11 years to 20 years in teaching with

the frequency of (9) or 30 %, then there are 5 frequency or 16.7 % in 21to 30 years in service,

then the last one is the 31 years and above with the frequency of (3) or 10 %.

Table 3. Distribution of Respondents in terms of Degree Graduated

Degree Graduated Frequency Percentage (%)

BSED 14 46.7
BEED 11 36.7
MAEd 2 6.7
MAIS 1 3.3
Phd 1 3.3
AB-BSE 1 3.3
Total 30 100%
 The table 3 shows that majority 14 (43.7%) of the teachers graduated with a degree in

Secondary Education and 11 (36.7%) of the respondents finished Bachelor of Elementary

Education. There were 2 (6.7%) of the respondents who claimed that they finished Master’s

degree in Education, and on the other hand, there were 1 Master of Arts in Islamic Education

graduate, 1 Doctor of Philosophy graduate, and 1 Bachelor of Arts in Islamic Education degree

holder.

An educator must be able to apply knowledge and skills to learners in order to achieve

different barriers that each learner can have and also identify the best solution for the learner to

learn effectively in class.

In order to identify if teachers are curricularist, the researchers conducted a survey with a

thirty (30) elementary and high school teachers as a respondents in different schools that will

correspond to their self-assessment.

Presentation of Table

As a School Teacher, YES NO RANK

30
1. I master the subject matter that I have to teach. 0 4
(100%)
30
2. I implement what I have planned in my teaching. 0 3.9
(100%)
30
3. I monitor and assess if my students are learning. 0 4
(100%)
30
4. I modify my activity to suit my learners in my classroom. 0 4
(100%)
5. I lead in the implementation of a new curriculum in my 28 2
3.66
school. (93.3%) (6.7%)
6. I write instructional materials based on the recommended 30
0 3.7
school curriculum. (100%)
 7. I look for other ways of doing to improve teaching and 30
0 3.87
learning in my classroom. (100%)
8. I conduct an action research to enhance student’s 28 2
3.53
performance. (93.3%) (6.7%)
9. I involve in community or extension services to develop 26 4
3.59
school and community relations. (86.7%) (13.3%)
10. I initiate educational programs or projects and implement 28 2
3.60
them efficiently. (93.3%) (6.7%)
Legend: Unimportant=0-1.49; Moderately Important=1.50-2.49; Important=2.50-3.49; Very
Important=3.50 - 4.00

Interpretation of the data

Through the survey being conducted, it was being found out that most of the teachers

were doing their best how to improve the learning process of the learners. One hundred percent

of the teachers in Cotabato City attest that they have mastered the subject matter. The teacher as

a curricularist should be knowledgeable on the subject matter known as the “Knower” which

implies that the teachers who have mastered their subject will result into efficient and effective

teaching ang learning process, on the other hand the quality education is sustained.

In the Implementation of what they have planned in teaching majority of the teachers

answered yes 100% and say that it is very important. This signifies that the teacher requires to

become the implementor of what has been planned. based on the objectives, implementation

means to put into action the different activities in order to achieve the goals through the subject

matter. According to Daniel Tanner, 1980 that curriculum is a planned and guided set of learning

experiences and intended outcomes.

The result in statement 3 shows that one hundred percent (100%) teachers are responsible

for managing and monitoring student learning by assessing them and they say that it is very
important to monitor the learning of their learner. For example, by providing frequent positive

feedback and by providing opportunities for participating in an activity (Jenson, 2005)

The result shows that mostly of teachers can reform an activity in suitability to the

learners need

Most of the teacher answered yes in leading the implementation of the new curriculum

and only two of them couldn’t lead

In statement 6 most of the teachers answered yes with one hundred percent that they

write instructional materials based on the recomended school curriculum known as the “Writer” .

The result in statement 7 that one hundred percent of the teachers find ways to improve

their teaching and learning in the class by providing some creativity that can gain knowledge for

the learners needs and capabilities. This shows that the teacher can be creative and innovative in

their own ways that can be unique and out-of-the box strategies to make his/her class highly

engaging.

The result shows that out of 30 teachers twenty-eight of them are initiates to conduct

research to enhance learning performance of the students and says that it is important because it

can discover learning.

In statement 9 shows 26 with a percentage of 86.7 teachers out of 30 says that it is

important to involve and engage in a community

To be a teacher is to be a curricularist even is a teacher may not equal the likes of John

Dewy, Ralph Tyler, Hilda Taba, or Franklin Bobbit. But as a curricularist a teacher will be
knowing, writing, implementing, innovating, initiating and evaluating the curriculum in the

school and classrooms just like the role models and advocates in curriculum and curriculum

development who have shown the way. (Bilbao, et. Al, 2014)

In the presentation of data, it was being observed that mostly of the teachers are

curricularist. They mastered their subject matter, they initiates to writes the curriculum in order

to implement what they have planned. The teachers also trying their best how to get the attention

of the learners by modifying their activities in order to suit the interests of their learners. The

teachers also engage themselves how to improve the curriculum in their school and write

instructional materials based in the reccomended school curriculum. And the most important is

the teachers were monitored if their learners were learning and look for others ways how to

improve teaching and learning in their classroom. They also conduct research to enhance

students performance in connection to the development of school and community relation, they

initiates also some educational programs and projects to be implemented.

Number of years of teaching is also vary in the expertise of the teacher, they can plan

well how to improve the curriculum because of their experiences.

Curricularist teachers are also called as a trasformational leader because according to

Baylongo, et. Al, on their Special Topics in Education textbook that transformational leaders

have a clear vision that they are able to articulate to followers. These leaders are also able to help

followers experience the same passion and motivation to fullfill these goals. They also encourage

creativity among followers, encourage followers to explore new ways of doing things and new

opportunities to learn.
 It was a great reminder to work with young people who are passionate about learning. A

teacher needs to remember that the students are the center of the teaching process. Students’

needs should be the driving factor in the planning, goals, assessments, and practices used for

teaching. By focusing on students’ specific needs and by utilizing strategies that result in the

greatest level of understanding, It will have a stronger impact on the students’ learning.

Passion and enthusiasm is the teachers heart of teaching because if they are not being

motivated to teach then it is very hard for them to look for alternatives how to improve learning

process of the learners and create a conducive learning environment and meaningful learning

opportunities. The learners are the center of the learning process because they come to school to

learn something that is why it is very important for the teachers to exert more effort in order to

met the goals and objectives. Though students/pupils are the center of the learning process but

the teachers also learn from their learners at the same time because learners are unique, they

might have ideas and knowledge that the teacher might don’t have. And this is the teachers guide

how to plan and implement a curriculum. ). Teaching and learning give life and meaning to the

curriculum because this is the process wherein the teacher and the students interact with each

other interchangeably or vice versa. If there is an effective teaching-learning process, it’sreally a

big help to the curriculum.

The teacher compassion is when allowing students to engage in community service

projects and diversity activities helps them learn how to care for others as well. When students

have an opportunity to lend a helping hand, it provides them with knowledge about current

events as well as ways that they can help provide assistance and create change for others. For
students who regularly receive support from others, showing them how to lend a helping hand

builds self-esteem, motivation, and confidence.

A teacher may be “challenge” to handle a class with students so diverse. There may be

students having different cultural background, differenr language abilities, different attitudes and

aptitudes and behaviors. Some teachers might see this diversity as a difficult predicament. Yet a

more reflective teacher may see a diverse classroom as an exciting place to learn not just for her

students, but for herself, as well. (Lucas & Corpuz, 2014

A curricularist teacher always challenge herself and always aim for her learners for the

best learning experiences.

References:

Bilbao, Filomena D. And Brenda C. (2014) Curriculum Development. Lorimar Publishing Inc.

M.R Lucas & Brenda Corpuz. (2014). Facilitating Learning: A Metacognitive Process.