Divine Word College of Urdaneta

Urdaneta City, Pangasinan

Submitted to:

Submitted by:

AB- Psychology IV

I. Introduction
This observation on Curriculum in a classroom is aligned with the National Competency-Based
Teacher Standards (NCBTS), the standards of good teaching in the school.

The Survey Tool for the Teacher as a Curricularist tells how they prepare or master the subject
matter for their students? How they planned their teaching? How they monitor and assessed the learning
outcomes? How they modify their activities to suit for the learner classroom? And other ways of doing to
improve teaching and learning in their classroom?
This observation contains activities and exercises which are keeping with current trends in
education such as research-based teaching, inclusive approach, multiple intelligences, and responsive and
relevant. It tackles assessment of curriculum in terms of intended, implemented, and achieved outcomes.

II. Methodology
The teacher as a curricularist survey tool was introduced to both public and private teachers.
The survey was conducted in the school of Cabuloan, Elementary School. The respondents of the
survey were 13 classroom teachers (including Kindergarten). Out of 15 participants, 10 teachers are active
to answer the questions on the Curriculum Survey Tool. Some classroom has 45 pupils, others has 30 and
35 pupils.
The study made use of descriptive research design, utilizing the survey and correlations
techniques. It employed observation, personal interview and survey questionnaire as tools for gathering
data.

Figure 1: Curriculum Survey Tool

Name of Teacher: _______________________________________
School: _____________________________________________
Grade Level Assigned: ______________________
No. of Years teaching: __________________________Degree Graduated: ________________________________

Check YES or NO that will correspond to your self-assessment. Then rank the items which you answered
YES. Which activity do you do most of the time? What activity do you do least of the time?

As a school teacher

Rank

1.)
2.)
3.)
4.)

I master the subject matter that I have to teach.

I implement what I have planned for my teaching.
I monitor and assess if my students are learning.
I modify my activity to suit my learners in my
classroom.
5.) I lead in the implementation of a new curriculum in my
school.
6.) I make instructional materials based on the
recommended school curriculum.
7.) I look for other ways of doing to improve teaching and
learning in my classroom.

___Yes
___Yes
___Yes
___Yes

___No
___No
___No
___No

___Yes

___No

___Yes

___No

___Yes

___No

III. Data Gathered

The primary aim of the survey was to determine the teachers perceptions on the performance of
curriculum and activities of the school managers and to assess its impact on teachers efficiency. The
survey tested the null hypothesis that there is no significant difference in the perceptions of school
managers and teachers between highly efficient and less efficient teachers on practices related to the
curriculum and activities of school managers.
Teachers Name
Leah
Carolina

Gr. Level
Assigned
6
1

No. of Yrs
Teaching
10 yrs
19 yrs

Unknown
Evelyn
Eloisa
Marilou
Jessie
Delilah
Cherie Ann
Caroline

5&6
2
3-A
4-A
5&6
6-B
Kindergarten
1

4 yrs
9 yrs
20 yrs
25 yrs
19 yrs
13 yrs
5 yrs
30 yrs

Degree Graduated
BEED
MA. Academic
Requirements/42 units
ABSS/BEED
BEED
BSEED/MAAR
BSEED/MAAR
BEED
AB Economics/BEED
BEED/SPED Graduate
BSE-BSEED

Ranking: (1-10)

1. I master the subject matter that I have to

teach.
2. I implement what I have planned for my
teaching.
3. I monitor and assess if my students are
learning.

Leah

Carolina

Evely
n
10

Eloisa

10

Unknow
n
9

10
9

10

10

10

10

10

4. I modify my activity to suit my learners in

my classroom.
5. I lead in the implementation of a new
curriculum in my school.
6. I make instructional materials based on the
recommended school curriculum.
7. I look for other ways of doing to improve
teaching and learning in my classroom.

1. I master the subject matter that I have to

teach.
2. I implement what I have planned for my
teaching.
3. I monitor and assess if my students are
learning.
4. I modify my activity to suit my learners
in my classroom.
5. I lead in the implementation of a new
curriculum in my school.
6. I make instructional materials based on
the recommended school curriculum.
7. I look for other ways of doing to improve
teaching and learning in my classroom.

10

10

10

10

10

10

10

10

Marilou
10

Jessie
10

Delilah
6

Cherie Ann
9

Caroline
10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

10

IV. Generalization:
The analysis of the data yielded the following:
1. The teachers gave high ratings on the survey no. 1, 2, 3, 4, 6 and 7 except no. 5.
2. Carolina, Evelyn, Jessie and Caroline gave perfect ratings based on their performance.
3. The teachers with high educational qualification rated themselves higher on involvement in
curriculum and activities compared to those given by the low EQ teachers.
Efficient and less efficient teachers had similar perceptions on the school administrators performance
of their curriculum and activities. On the ratings of the high and low efficiency teachers the null
hypothesis was supported. Both had similar perceptions with regards to the curriculum and activities
of school manager.

V. Conclusion and Recommendation:

The survey drew the conclusion that from the teachers point of view school administrators need
to enhance their curriculum and activities to enhance further teaching-learning process. Teaching
efficiency is not a significant factor that may affect teachers perceptions of the school administrators
performance of their curriculum and activities.
Among the significant recommendations is to enhance the teachers skills and abilities of school
managers through on-the-job training and summer workshops. Curriculum of graduate schools offering
the masters degree in administration and supervision should be reviewed to give optimum exposure to
would-be administrators on techniques and skills in supervision. Teachers and school administrators may
have monthly conferences and discussions on the competences expected by teachers of their school
administrators.