Implementation of the No Child Left Behind (NCLB) Policy: Examining the Perceived Roles of Public Teachers in Prosperidad National High School, Philippines
DOI:
https://doi.org/10.54536/ajet.v2i3.1664Keywords:
NCLB, Accountability, Remedial Practices, Teaching-Learning Strategies, LearnersAbstract
The No Child Left Behind policy ensures equal education and accountability for all students. The study aimed to investigate how the “No Child Left Behind” policy has been implemented and to know the vital roles that teachers play in the teaching-learning process. The study was quantitative in nature and employed a descriptive-correlational design. Purposive sampling was used to select 50 secondary teachers to participate in the study. The study used statistical tools to analyze and interpret data, using weighted mean and Pearson product-moment correlation analysis to determine the relationship between school administration’s support and teachers’ perceived roles. As for the findings, teachers need to be accountable for their students’ academic performances and be resourceful in making activities and remediation practices necessary for the implementation of the no-child policy. The budget allocation should be reviewed. The relationship between financial support, level of professionalism, and remediation practices was statistically significant with a p-value of 0.05. Technical support had weak associations, but financial support had strong associations. NCLB policy emphasizes equal access to education through effective teaching and learning strategies. The researchers recommended that school administration and the department head of education limit auxiliary tasks, provide more seminars, workshops, and trainings to teachers, and revisit the NCLB policy.
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Copyright (c) 2023 Jeffry M. Saro, Frances Mae D. Bernados, Gellibee E. Gaviola, Charl James G. Cruiz
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