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TEACHERS’ READINESS IN TEACHING PHILOSOPHY AMONG HIGH SCHOOL STUDENTS AND ITS IMPACT ON THEIR PERFORMANCE: BASIS FOR TEACHERS’ DEVELOPMENT PROGRAM
ROMEL L. RICARDO, CESE, Principal III, Regional Science High School for Region 02; EFREN U. JIMENEZ, JR., PhD, Teacher III, Regional Science High School for Region 02
ABSTRACT
This study examined teacher readiness in delivering Introduction to the Philosophy of the Human Person in Senior High School and its impact on instructional performance, aimed at informing a professional development program. Using a descriptive-survey design, 14 teachers, along with department and school heads from 14 academic-track schools in the First Legislative District of Isabela, were surveyed. Findings revealed key challenges including lack of philosophical training, limited supervisory support, and inadequate instructional materials. ANOVA showed significant differences in readiness based on the number of philosophy-related trainings (p < 0.05) and years of experience (p < 0.05). However, Pearson’s r analysis indicated no significant correlation between teacher readiness and performance, with computed values of r = 0.073 (competence) and r = 0.136 (preparedness), both exceeding the 0.05 significance level. Despite being rated competent and prepared, many teachers lacked specialization, limiting the depth of philosophical content delivery. To address this, the study recommends a modular, competency-based Teacher Professional Development Program focused on three components: deepening philosophy content knowledge, enhancing pedagogy for abstract concepts, and developing contextualized instructional materials. The program should include expert-led workshops, mentoring, and professional learning communities to build sustained capacity. The results also suggest that performance ratings may not fully capture instructional readiness, emphasizing the need for targeted training and systemic support. Strengthening philosophy education requires addressing teacher preparation to ensure it fosters critical thinking and ethical reasoning among learners. These findings offer actionable insights for school leaders and policymakers seeking to improve philosophy instruction in the SHS curriculum.
Keywords: philosophical content, competency, preparedness
Year: 2025
posted on June 11, 2025
How to Cite
Ricardo, R., & Jimenez, E. (2025). Teachers’ Readiness in Teaching Philisophy Among High School Students and Its Impact on their Performance: Basis for Teachers’ Development Program. Saringit, 5(1), 1-6.
