ABSTRACT
This descriptive evaluative study explored the perspectives of school leaders and teachers on active learning in public senior high schools in Iloilo City. It further aimed to determine if there were significant differences or relationships in these perspectives, identify the challenges posed by the Active Learning Program, and propose policy recommendations. Data were gathered from sixty-six school leaders and one hundred fifty-five senior high school teachers in National High Schools in Iloilo City that offer a senior high school program, using a researcher-made questionnaire. Results revealed no significant differences in the level of active learning perspectives among senior high school teachers when grouped according to age, educational attainment, position, and area of specialization. However, significant differences were observed in the perspectives of female teachers compared to their male counterparts. The study also found a significant relationship between the perspectives of school heads and senior high school teachers towards active learning. Challenges to Active Learning were identified, and Interventions and enhancement were recommended.
Keywords: Active Learning Perspectives, senior high school leaders and teachers
INTRODUCTION
One of the most significant and very common issues in Philippine public schools arises from students primarily keeping on familiarizing as well as memorizing facts without comprehending their practical application; thus, hindering and affecting their critical thinking, innovativeness, and problem-solving abilities.
Consequently, a lot of graduates encounter a substantial gap when transitioning to work life. Many lack the spectrum of practical skills, critical thinking, and adaptability needed in modern workplaces. Employers often find graduates ill-equipped for the dynamic challenges and demands of contemporary job environments due to the gap between theoretical knowledge and practical application.
The protection and promotion of the right of all Filipino citizens to quality education at all levels and the taking of appropriate steps to make such education accessible to all are enshrined in the 1987 Philippine Constitution (Section 1, Article XIV). It is likewise universally recognized that the teacher is the key to effective teaching-learning processes by drawing out and nurturing the best in the learner as a human being and a worthy member of society. Further, the state recognizes the role of school leaders in supporting teachers by fostering an environment for effective teaching and a school culture that develops enthusiastic and independent learners who are committed to lifelong learning (Section 2, RA 11713).
Speaking of this, the concept of active learning underscores the commitment to lifelong learning among enthusiastic and independent learners. It represents a shift in educational paradigms, emphasizing the pivotal role of active engagement and student-centered approaches.
While the benefits of Active Learning have been extensively studied from various perspectives, including academic performance and student engagement, there is a dearth of research exploring the perspectives of public-school leaders and teachers, towards active learning. Understanding the viewpoints of these stakeholders is crucial as they play pivotal roles in the successful adoption and execution of active learning strategies within educational institutions.
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