Authors
Cathyrine P. Gambe*
Bohol Island State University, Bohol, Philippines
Melissa L. Loquere, EdD
Bohol Island State University, Bohol, Philippines
Abstract
Reforming education systems has put a strong focus on how important teachers are in ensuring that a curriculum is implemented effectively. The current study sought to look at the relationship between teachers’ beliefs about how curriculum changes, and their competence in teaching in accordance with the new curriculum. The study set out to identify teacher profiles, evaluate the extent of their beliefs, assess teachers’ levels of competence in instruction, analyze their beliefs and competence across profiles and identify the nature of the relationship between teachers’ beliefs and teachers’ instructional competence. This research design consisted of descriptive-correlational methodology. A total number of 163 public school teachers participated in the study. A structured questionnaire for data collection related to teacher beliefs regarding the new curriculum and ratings from the Classroom Observation Tool (COT) utilized to measure teacher effectiveness in the delivery of instruction based upon the new curriculum. Statistical analysis techniques included frequency, percentage, mean, standard deviation, t-test, ANOVA (analysis of variance), and Pearson r correlation coefficients were employed to analyze the data. The results of the study showed that a large majority of teachers had positive attitudes about changes to their curriculum (M = 3.01) and had excellent instructional capabilities (96.93%, M=4.9). Teachers exhibited significant variations in their beliefs based on the number of years they have been a teacher; however, there were several significant differences in regard to teachers’ instructional capabilities concerning their ages, length of teaching experience, positions held, and how many professional development experiences they have attended. Additionally, teachers’ beliefs had no statistically significant relationship with their instructional capabilities. The conclusion of this research study is that there is no relationship between teachers’ beliefs and their level of instructional competence. Recommendations include increasing the availability of ongoing professional development opportunities, mentoring programs, and quality instructional resource materials to maximize successful implementation of new curriculum.
Keywords: Curriculum Change Beliefs, Instructional Competence, Curriculum Implementation, Professional Development, Public School Teachers.
*Corresponding author / Email: cathyrine.gambe@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021110
Recommended citation:
Gambe, C. P., & Loquere, M. L. (2026). Teachers’ beliefs on curriculum change in relation to instructional competence: Bases for action plan. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 3550-3561. http://doi.org/10.69651/PIJHSS05021110
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