Examining malpractice in the education context

Malpractice is a dereliction of professional duty or a failure to exercise an ordinary degree of professional skill or learning by rendering professional services which results in injury, loss or damage. This study probed into the questions:(2)whatare the types of educational malpractices in the Philippine education system; and (2) who are mostly guilty of these offenses? Data were gathered by downloading court cases and newspaper articles. A total of ten online court casesinvolving teachers, parents, students, school administrators, and principals were included.Coding was done by identifying the emerging themes per cluster. Findings indicated that offenses can be clustered into two: corruption and misconduct. Corruption cluster includes offenses rangingfrom illegal collection by the teachers from the studentsto the misuse of funds by the school administrators. On the other hand, the misconduct cluster includessexual abuse targeted towards students by the teachers, and abuse of power by the school administrators towards the teachers. Data revealed that some cases involving principals whose offenses include misuse of funds and abuse of powerwere dismissed. Furthermore, involvement of principals wasunder-reported due to certain interfering reasons like fear, doubt or hesitation, or carelessness on the part of those who file the cases or as a result of the misleading or scheming practices of the offenders. On the other hand, abuses and minor offenses committedby the teachers were magnified. Among the teachers charged of malpractice in education, only one was found not guilty. This led to the creation of a typology that highlights the forms of offenses, the offenders and the offendedas well as the results of the investigation of the cases. . Comparatively speaking, this may be attributed to the lack of power, authority and influence teachers have against principals and other school administrators

Pedagogical reflections of Muslim-Filipino Madrasah teachers: A phenomenological study

The purpose of the paper wasto explore the pedagogical reflections of Madrasah teachers or Asatidzas program implementers of Madrasah Education Program (MEP) in selected Arabic Language and Islamic Values Education (ALIVE) schools in Metro Manila, Philippines and identify salient themes on their lived experiences on teaching and learning process. Thisstudy utilized qualitative method of research usingtranscendental phenomenological approach of Moustakas (1994) as adapted from Husserl (1931), employing in-depth interviews and understanding of the participants’ description of their lived experiences. The authors used purposive sampling with ten research participants across Metro Manila. There were four (4) major themes identified in the study: (1) Teacher with divine responsibility; (2) Teacher as role model; (3) Teacher equipped with pedagogical practices; (4) Student-centered approach to teaching and learning. This study providedenrichment of evidence-based research especially on the lived experiences of grassroots implementers. Fewer studies on MEP were conducted especially on instructional process and particularly in teaching and learning process in the Philippines. The results servedas groundwork for more in-depth understanding of Madrasah teachers’ pedagogical practices as an integral part of the educative process

UTILIZING CHERNOFF FACES IN MODELING RESPONSES IN THE EVALUATION OF TRIMESTER SCHEME IMPLEMENTATION

This study uses Chernoff faces to model the responses of students, faculty, and administration staff of a teacher education institution in Manila, Philippines, to the implementation of an Outcomes-Based Teacher Education Curriculum (OBTEC) trimester scheme. Chernoff faces provide a valuable representation to model responses because people are used to studying and reacting to faces. This study used a quantitative research method by analyzing cross-sectional data from the study of the OBTEC trimester scheme. A total of 322 participants were selected through convenience sampling and given a 15-item survey in which possible responses ranged from 1 (strongly disagree) to 6 (strongly agree). The administrators were found to give a generally favorable rating (overall mean = 4.56 agree; overall SD = 0.45) to the OBTEC trimester scheme. The statements most highly rated by the administrators pertain to the success of OBTEC in integrating pedagogical content knowledge training with outcomes-based education, preparation of the students for the teaching profession, and consistency with the K to 12 curriculum. These responses are characterized by the structure of the face, the width of the mouth, and the height of the face, respectively. The most negative aspects of the OBTEC trimester scheme, according to the students, are characterized by hair height, nose width, and a hair style of thin hair that points downward. Chernoff faces were found to be a simple, yet powerful tool to model responses in the evaluation of the OBTEC trimester scheme

Capacitating Educational Leaders and Managers as Teacher Professional Development Counsellors

This policy brief highlights teacher professional development counselling by education leaders and managers. It investigates the avenues to mainstream training and approaches towards responsive and relevant practices that advance teacher growth and development. It seeks to propose policy efforts that put premium on enhancing the capacity of education leaders and managers in teacher professional development counselling. Through systematic and institutionalized approach to teacher professional development counselling, educational leaders and managers are better equipped to respond to the pressing needs of teachers in navigating the professional terrain of teaching

Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context

This study focuses on the perceptions of Filipino teachers and school administrators of the different facilitating and hindering factors in curriculum implementations based on their practices and the challenges they have experienced. Using descriptive research employing quantitative design, 324 respondents were surveyed using self-made questionnaires anchored on Ecological System Theory (EST) by Bronfenbrenner (1979). The respondents from the grade school, junior high school, and senior high school expressed their agreement on the identified factors that facilitate and hinder curriculum implementation in the microsystem and chronosystem, while respondents from the college expressed their strong agreement on the two levels under the mesosystem and exosystem. At the macrosystem level, all of the respondents strongly agreed on all the items, but the highest level of agreement was evident with the respondents from the senior high school. A comparison of one-way ANOVA results revealed the respondents’ level of agreement on the facilitating and hindering factors of curriculum implementation based on the five levels of EST.  Scrutiny on the facilitating and hindering factors in the curriculum implementation processes provides a springboard for leaders in the education sector to align programs and policies anchored on experiences and practices in the classroom along with research-based inputs

TO PUBLISH OR NOT: THE EXPERIENCES OF SELECTED GRADUATE STUDENTS IN RESEARCH PUBLICATION

Graduate students consider research as the most challenging task in their studies. Aside from the researches that they do in their course work, they are also required to conduct, write, and defend their thesis or dissertation which is the terminal output of the graduate program. In spite of the challenges in research work, there are graduate students who did researches that were published in local and international journals. Though publication is not yet a requirement, they decided to do research and had them published. However, the Commission on Higher Education issued CMO 15 s. 2019 “Policies, Standards and Guidelines for Graduate Programs” requiring publication of a research work in an internationally or nationally refereed and indexed journal or have a juried creative work outlet before a graduate student earns the degree. In consideration of this policy, the study looked into the motivations, experiences and needs of selected graduate students who have engaged in research and publication. The findings revealed that their motivations are professors’ encouragement, course requirements, new learning experience, collaboration, and promotion. In describing their experiences, they found it enriching, collaborative, fulfilling, and challenging. Their needs are mentoring, research capability building, having a research community, financial support and incentives, and providing relevant information. From the findings, it can be concluded that graduate students will be able to do research with the right motivation and support from the faculty. Research and publication are fulfilling and enriching but challenging. The experiences and needs of the selected graduate students can be used as inputs in the development of a research and publication program for graduate students