Exploring Teachers’ Beliefs and Science Curricular Alignment: Cases of Senior High School Philippine STEM Teachers

Abstract

This study determined the efficacy beliefs of completely enumerated STEM (Science, Technology, Engineering and Mathematics) teachers in a government-owned school in Rizal Province, Philippines and their role in the alignment of the intended, enacted and received Grade 11 science curriculum during the AY 2017-2018. Descriptive case study (qualitative research design) utilizing both qualitative and quantitative strategies, thoroughly examined the STEM curriculum and the teacher participants’ teaching efficacy beliefs. Proper alignment of the intended and teacher efficacy beliefs-influenced enacted curriculum confirmed from the class interaction and students’ engagement, resulted to a high passing rate of students in their final examination and a high percentage of students who obtained passing grades (received curriculum). These high level of efficacy beliefs helped the teacher cases come up with a better enacted curriculum consistent with the intended curriculum, which stimulated the received curriculum. These results may inform STEM teacher-trainings and in-service programs curricular assessment and evaluation as well, for improved implementation of the curricular reform. Furthermore, identification of congruence and gaps within the intended, enacted and received curriculum can be done to analyze the current status of the curriculum. Significantly, results may improve enacting the new curriculum (K to 12) that may better highlight the spiral progression of content standards and learning competencies for each grade level and emphasize connections and inter-relations in STEM to better prepare our Generation Z learners for the new industrial era.