Abstract
This descriptive survey research utilized a content-validated questionnaire to determine the perceived impact of the implementations of a K to 12 education system in the Philippines. It also determined how teachers plan to manage the possible threats of the new K to 12 education system to their tenure and financial stability. For this study, 77 computing teachers from 5 private higher education institutions in Manila participated and thought that the transition to the new educational structure would have a negative impact on their tenure and retirement. Despite resistance to being transferred to a senior high school position, teachers are getting prepared by attending trainings and taking certification courses to support this change. Government and higher education institutions are offering assistance to help teachers cope with the transition, yet teachers had mixed reactions to this assistance. It was also shown that teachers are affected by the K to 12 system regardless of their academic rank and employment status and concluded that teachers considered different strategies to address the impact of the new system.
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The authors are greatly indebted to the respondents and school administrators of the five institutions.
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This article is funded by the University of the East.
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Bringula, R.P., Balcoba, A.C., Alfaro, L.E. et al. Managing the perceived impact of K to 12 implementation on academic staff tenure and financial stability: evidence from five higher education institutions in the Philippines. Educ Res Policy Prac 18, 181–200 (2019). https://doi.org/10.1007/s10671-018-9239-1
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DOI: https://doi.org/10.1007/s10671-018-9239-1