Future Thinking and Curriculum Coherence among Public Junior High School Teachers

Abstract

Future thinking skills can significantly enhance curriculum coherence among teachers by fostering a proactive and strategic approach to curriculum planning and implementation. This study aimed to determine the significant relationship between future thinking skills and curriculum coherence among public junior high school teachers in Mati Central District, Division of Mati City. A descriptive-correlational research design was utilized, involving a sample of 171 teachers from public Junior High school teachers in Mati Central District, Division of Mati City. Standardized questionnaires were administered through face-to-face surveys to gather the data. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data collected. The findings revealed that future thinking skills and curriculum coherence were both at very extensive levels. Correlation analysis indicated a significant relationship between future thinking skills and curriculum coherence. Moreover, the study identified that the domains of future thinking skills, such as pessimistic future thinking, repetitive thinking about future goals, and positive indulging about the future, significantly influenced curriculum coherence. It is recommended that school administrators foster future thinking among teachers through professional development programs focused on enhancing their skills in anticipating and planning for future scenarios. By promoting future thinking and aligning it with curriculum coherence, educators will be better prepared to design curricula that are adaptable, relevant, and responsive to the needs of future generations. This approach can contribute to improving the overall educational experience and outcomes for students. Future researchers could further explore the impact of future-oriented teacher development on student outcomes and curriculum innovation, helping to deepen our understanding of how forward-thinking approaches in education can shape long-term academic success.