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Teachers’ Work Behavior and Commitment towards Curriculum Innovation

JOURNAL:MAZEDAN INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND HUMANITIES

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# Authors First Online DOI Downloads Citations
1. Mark A. Almonguera*, Marieta D. Cayabas, and Jesica B. Arenga 09 Dec 2022 MIJSSH0304002 8 0
Abstract

This study was conducted to find out the teachers’ work behavior and commitment towards curriculum innovation. The quantitative data were gathered from 240 teachers and qualitative data from 10 teachers from different schools in Cotabato Division. Results revealed that teachers’ work behavior is significantly linked and has significant influence to curriculum innovativeness. In particular, the work behavior of teachers in dealing with the learners targeting the socio-emotional aspect, teaching approach and technological use are important predictors of teacher innovativeness. Teachers’ commitment was significantly correlated with and has significant influence on all aspects of curriculum innovativeness. Furthermore, the challenges of the teachers in curriculum innovation and contextualization are related to emerging technologies, teacher’s workload and time constraints, addressing the needs of diverse learners, lack of resources, lack of support; and national assessments. To address the challenges, the techniques employed by teachers include engaging in professional development, seeking support, establishing various linkages, and employing resourcefulness. In conclusion, teachers with strong commitment to do their tasks have positive work behavior that will result to quality curriculum innovation output. Therefore, teachers will come up with quality contextualized curriculum content for relevant learning experiences of learners.

Keywords

Teachers’ Work Behavior, Commitment, Curriculum Innovation, Mixed Method, Philippines

References

  1. [1]    Allen, N. J., Meyer, J. P., (2011). The measurement and antecedents of affective, continuance and normative commitment to the organization, Journal of Occupational Psychology, 63: 1-18.

    [2]    Baijumon, P., & Yakoob, C. (2015). Organizational Theory and Behaviour. University of Calicut. Retrieved October 16, 2017 from http://www.universityofcalicut.info/SDE/I_MCom_Organizational_theory_and_behaviour_on16March2016.pdf

    [3]    Beane, J. (2003). Integrac¸a˜o curricular: A esseˆncia de uma escola democra´tica. Curr?´culo Sem Fronteiras, 3(2), 91–110.

    [4]    Bernstein, D.A. and Nash, P.W. (2008) Essentials of Psychology. 4th Edition, Cengage Learning, Boston.