期刊目錄列表 - 66卷(2021) - 【教育科學研究期刊】66(2)六月刊
Directory
菲律賓新高中教師的需求感知：從國家教育改革微觀層面看新義務的混合方法研究（英文稿）
作者:德拉薩大學心理學系Allan B. I. Bernardo、黎剎大學研究所Barbara Wong-Fernandez、黎剎大學高中部Carissa M. Enteria、馬卡蒂大學社會科學與哲學系Mateo D. Macalaguing、馬卡蒂大學語言學系Henry G. Magat
卷期：66卷第2期
日期：2021年6月
頁碼：265-288
DOI：https://doi.org/10.6209/JORIES.202106_66(2).0009
摘要：
2016年，菲律賓國會頒布法律實施新的高中計畫，將基礎教育週期增加了兩年。作為這項國家改革的一部分，學校必須招募和培養第一批高中教師以實施新課程。本研究採用混合方法，通過分析馬尼拉大都會私立學校的新高中教師在應對新要求、新義務和新增的不確定性時的感受（統稱為「需求感知」），來探索國家教育改革的微觀影響。本研究採用聚合平行設計的混合研究方法，由焦點小組討論的質性數據和問卷調查的量化數據得知，與需求感知有關的領域包括職業規劃、教學任務和經濟考量。量化數據進一步表明，高職業相關的需求感知與較低積極應對策略及低自尊有關。本研究的結果指出了職業相關的需求感知負荷是如何與教師的應對機制相關聯的。本文最後重點討論了在分析改革對教師的微觀影響時運用由社會變化而產生的需求感知的可行性，及可能的執行策略。
關鍵詞：教育改革、高中教師、混合方法研究、需求感知、菲律賓
《詳全文》
參考文獻：
- Acosta, I. C., & Acosta, A. S. (2016). Teachers’ perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2435-2450. https://doi.org/10.13189/ujer.2016.041024
- Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. https://doi.org/10.14221/ajte.2015v40n8.6
- Aranda, A. J., Aldea, A., Bachoco, M. C., Guzman, C. D., Diezmos, R. J., & Aranda, M. R. R. (2018). A phenomenological study on the lived experiences of college faculty transitioned to senior high school in the Philippines. Advanced Science Letters, 24(4), 2806-2809. https://doi.org/10.1166/asl.2018.11065
- Bautista, M. C. R. B., Bernardo, A. B. I., & Ocampo, D. (2010). When reforms don’t transform: Reflections on institutional reforms in the Department of Education. Human Development Network.
- Bernardo, A. B. I., & Garcia, J. A. S. (2006). School improvement in a centralized educational system: The case of the Philippine basic educational system. In. J. C.-K. Lee & M. Williams (Eds.), School improvement: International perspectives (pp. 227-244). Nova Science.
» 展開更多
- Acosta, I. C., & Acosta, A. S. (2016). Teachers’ perceptions on senior high school readiness of higher education institutions in the Philippines. Universal Journal of Educational Research, 4(10), 2435-2450. https://doi.org/10.13189/ujer.2016.041024
- Acton, R., & Glasgow, P. (2015). Teacher wellbeing in neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99-114. https://doi.org/10.14221/ajte.2015v40n8.6
- Aranda, A. J., Aldea, A., Bachoco, M. C., Guzman, C. D., Diezmos, R. J., & Aranda, M. R. R. (2018). A phenomenological study on the lived experiences of college faculty transitioned to senior high school in the Philippines. Advanced Science Letters, 24(4), 2806-2809. https://doi.org/10.1166/asl.2018.11065
- Bautista, M. C. R. B., Bernardo, A. B. I., & Ocampo, D. (2010). When reforms don’t transform: Reflections on institutional reforms in the Department of Education. Human Development Network.
- Bernardo, A. B. I., & Garcia, J. A. S. (2006). School improvement in a centralized educational system: The case of the Philippine basic educational system. In. J. C.-K. Lee & M. Williams (Eds.), School improvement: International perspectives (pp. 227-244). Nova Science.
- Bernardo, A. B. I., Wong-Fernandez, B., Macalaguing, M. D., Jr., & Navarro, R. C. (2020). Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform. Journal of Research, Policy & Practice of Teachers and Teacher Education, 10(2), 63-76. https://doi.org/10.37134/jrpptte.vol10.2.5.2020
- Brillantes, K. D. B., Orbeta, A. C., Francisco-Abrigo, K. A., Capones, E. M., & Jovellanos, J. B. B. (2019). Status of senior high school implementation: A process evaluation (Discussion paper no. 2019-13). Philippine Institute for Development Studies.
- Bringula, R. P., Balcoba, A. C., Alfaro, L. E., & Merritt, J. (2019). 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. Educational Research for Policy and Practice, 18, 181-200. https://doi.org/10.1007/s10671-018-9239-1
- Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed). Sage.
- Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117(1), 32-60.https://doi.org/10.1037/a0017668
- Jaudinez, A. S. (2019). Teaching senior high school mathematics: Problems and interventions. Pedagogical Research, 4(2), em0031. https://doi.org/10.29333/pr/5779
- Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. https://doi.org/10.1080/00131910120033628
- Lechner, C. M., Tomasik, M. J., & Silbereisen, R. K. (2016). Preparing for uncertain careers: How youth deal with growing occupational uncertainties before the education-to-work transition. Journal of Vocational Behavior, 95-96, 90-101. https://doi.org/10.1016/j.jvb.2016.08.002
- Lempers, J. D., Clark-Lempers, D., & Simons, R. L. (1989). Economic hardship, parenting, and distress in adolescence. Child Development, 60(1), 25-39. https://doi.org/10.2307/1131068
- Marjanovic, Z., Greenglass, E. R., Fiksenbaum, L., & Bell, C. M. (2013). Psychometric evaluation of the Financial Threat Scale (FTS) in the context of the great recession. Journal of Economic Psychology, 36, 1-10. https://doi.org/10.1016/j.joep.2013.02.005
- Pinquart, M., & Silbereisen, R. K. (2008). Coping with increased uncertainty in the field of work and family life. International Journal of Stress Management, 15(3), 209-221. https://doi.org/10.1037/1072-5245.15.3.209
- Pinquart, M., Silbereisen, R. K., & Grümer, S. (2014). Perceived demands of social change and depressive symptoms in adolescents from different educational tracks. Youth & Society, 46(3), 338-359. https://doi.org/10.1177/0044118X11435575
- Reilly, E., Dhingra, K., & Boduszek, D. (2014). Teachers’ self-efficacy beliefs, self-esteem, and job stress as determinants of job satisfaction. International Journal of Educational Management, 28(4), 365-378. https://doi.org/10.1108/IJEM-04-2013-0053
- Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
- Silbereisen, R. K., Pinquart, M., Reitzle, M., Tomasik, M. J., Fabel, K., & Grümer, S. (2006). Psychosocial resources and coping with social change. Mitteilungen des SFB 580, 19, 1-127.
- Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103(2), 193-210. https://doi.org/10.1037/0033-2909.103.2.193
- Tomasik, M. J., & Silbereisen, R. K. (2009). Demands of social change as a function of the political context, institutional filters, and psychosocial resources. Social Indicators Research, 94, 13-28. https://doi.org/10.1007/s11205-008-9332-6
- Tomasik, M. J., Silbereisen, R. K., Lechner, C. M., & Wasilewski, J. (2013). Negotiating demands of social change in young and middle-aged adults from Poland. International Journal of Stress Management, 20(3), 222-253. https://doi.org/10.1037/a0033935
| 中文APA引文格式 | Bernardo, A. B. I., Wong-Fernandez, B., Enteria, C. M., Macalaguing, M. D., & Magat, H. G.（2021）。菲律賓新高中教師的需求感知：從國家教育改革微觀層面看新義務的混合方法研究。教育科學研究期刊，66（2），265-288。https://doi.org/10.6209/JORIES.202106_66(2).0009 |
|---|
| APA Format | Bernardo, A. B. I., Wong-Fernandez, B., Enteria, C. M., Macalaguing, M. D., & Magat, H. G. (2021). Perceived demand experienced by new senior high school teachers in the Philippines: A mixed methods study on the microlevel novel obligations of national education reform. Journal of Research in Education Sciences, 66(2), 265-288. https://doi.org/10.6209/JORIES.202106_66(2).0009 |
|---|
Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(2)】June
Directory
Perceived Demand Experienced by New Senior High School Teachers in the Philippines: A Mixed Methods Study on the Microlevel Novel Obligations of National Education Reform
Author: Allan B. I. Bernardo (Psychology Department, De La Salle University), Barbara Wong-Fernandez (Graduate School, José Rizal University), Carissa M. Enteria (Senior High School Division, José Rizal University), Mateo D. Macalaguing (Social Science, Philosophy and Humanities Department, University of Makati), Henry G. Magat (Languages Department, University of Makati)
Vol.&No.：Vol. 66, No. 2
Date：June 2021
Pages：265-288
DOI：https://doi.org/10.6209/JORIES.202106_66(2).0009
Abstract：
In 2016, the Philippine Congress enacted a law that added 2 years to the basic education cycle by implementing a new Senior High School (SHS) program. As part of this national reform effort, schools were required to recruit, orient, and train the first batch of SHS teachers to implement the new curriculum. This mixed methods study explored the microlevel effects of national education reform by analyzing the experiences of new SHS teachers at private schools in Metro Manila regarding new requirements, novel obligations, and increased uncertainties; these are collectively referred to as “perceived demand.” A convergent parallel design for mixed methods research was employed, and qualitative data from focus group discussions and quantitative data from a questionnaire revealed that several domains were related to perceived demand, including career plans, instructional tasks, and financial concerns. Quantitative data further indicated how heavy, career-related perceived demand was associated with less positive coping strategies and reduced self-esteem. The results demonstrate how the burden of career-related perceived demand relates to teachers’ coping mechanisms. The discussion focused on the viability of applying perceived demand caused by social change in analyzing the microlevel effects of reform on teachers, and possible strategies for implementation were discussed.
Keywords：educational reform, high school teachers, mixed methods study, perceived demand, Philippines