TEACHERS' EVALUATION OF THE K-12 JUNIOR HIGH SCHOOL ENGLISH CURRICULUM AND ITS IMPLEMENTATION IN THE 4TH DISTRICT OF CAMARINES SUR, PHILIPPINES

The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined its significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge on the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treated the data. Findings revealed that majority of teachers rated highest on Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges as to the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except from Upland Partido. Accordingly, it was recommended that teachers must attend trainings, seminars and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit on the needs and interests of the learners