Professional Preparation and Curriculum Assessment of Public Secondary School Teachers in the K-12 Education Context

Abstract

This study aimed to investigate the relationship between professional preparation and curriculum assessment among public secondary school teachers in the K-12 education system in Mati Central District, Division of Mati City. A descriptive-correlational research design was employed, involving a sample of 171 teachers from selected public secondary schools in Mati Central District, Division of Mati City. Data were collected using standardized questionnaires administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression techniques. The results indicated that professional preparation was at a very extensive level, while curriculum assessment was at an extensive level among the teachers. Correlation analysis revealed a significant relationship between professional preparation and curriculum assessment. In particular, the domains of professional preparation planning, executing, and evaluating were found to significantly influence the way teachers assessed the curriculum. Based on these findings, it is recommended that school administrators focus on strengthening these domains of professional preparation by providing professional development opportunities that emphasize the planning, execution, and evaluation of curricula. By enhancing teachers’ skills in these key areas, they will be better equipped to assess and adjust the curriculum effectively to ensure the curriculum remains responsive to learners’ diverse and evolving needs in the K-12 system.