Authors

Kyle Jay Padilla, RChT, LPT, M.Ed*
Advancing Academic Achievement (3A) Program Network for the Advancement of Black Communities
Toronto, Canada
Email: kpadill7@my.centennialcollege.ca

Cheerie S. Dellegue
Labogon Elementary School
Mandaue City, Cebu, Philippines
Email: cheerie.dellegue@deped.gov.ph

Jun M. Suico
San Remigio National High School
Poblacion, San Remigio, Cebu
Email: jun.suico001@deped.gov.ph

Dr. Regina P. Galigao
Cebu Technological University-Main Campus
Cebu City, Cebu, Philippines
Email: reginpgaligao@gmail.com

Abstract

This study investigates comparative methodologies in teacher training and classroom efficacy across various educational systems, emphasizing their implications for the Enhanced K–12 Curriculum in the Philippines. Employing a qualitative comparative and data mining research methodology, the study accurately examined findings from international and domestic scholarly articles, policy reports, and institutional frameworks pertaining to teacher education and curriculum implementation. Data were collected from various countries, including Finland, Singapore, Japan, Australia, the United States, and the Philippines, to examine how each nation enhances educator empowerment through pre-service training, ongoing professional development, and institutional support. Findings indicate that nations with organized and well-supported teacher education systems exemplified by. Finland and Singapore exhibit greater classroom efficacy due to evidence-based training, ongoing mentorship, and robust professional trust. On the other hand, problems in the Philippine K–12 system continue to make it hard to deliver the curriculum effectively. These problems include a lack of teacher training opportunities, unequal access to resources, and a lack of clear policies. The study finds that teacher empowerment, reflective practice, and working together with other professionals are all important parts of a successful curriculum. To improve the long-term effectiveness of the Enhanced K–12 Curriculum and raise the quality of teaching at all levels of education, it is suggested that teacher development programs be strengthened, professional standards be aligned with global best practices, and continuous learning be made a part of the institution.

Keywords: Enhanced K–12 Curriculum, data mining, teacher training, K–12 curriculum, comparative education, teacher empowerment, professional development, and classroom effectiveness

*Corresponding author

DOI: http://doi.org/10.69651/PIJHSS0404612

Recommended citation:

Padilla, K. J., Dellegue, C. S., Suico, J. M., & Galigao, R. P. (2025). Comparative approaches to teacher training and classroom effectiveness, focusing on the Enhanced K–12 Curriculum across nations. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6656-6665. http://doi.org/10.69651/PIJHSS0404612

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