PROFESSIONAL AGENCY IN THE CLASSROOM OF SELECTED JUNIOR HIGH SCHOOL TEACHERS IN CASTILLEJOS DISTRICT

Author Name: 1. Hazel Fabrigas Luna

Volume/Issue: 06/09

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/03.2026-74262215/UIJIR

Affiliation:

1. Head Teacher III, Subic National High School, Mangan-Vaca, Subic, Zambales, Philippines.

ABSTRACT

The study generally aimed to describe the professional agency of junior high school teachers in Castillejos District, Division of Zambales, for the School Year 2022-2023. The study employed a descriptive survey type of research with the survey questionnaire as the research instrument, adapted from Hull and Uematsu (2020). The study utilized descriptive statistical tools such as frequency, percentage, mean, and ANOVA. Based on the findings, most of the teachers are 41-50 years old, female, with Masteral units, have 10 and below years of teaching experience, and are English teachers. Teachers have a high professional agency with regard to a collaborative environment and transformative practice, reflection in the classroom, and resources in the classroom. There is no significant difference in the professional agency of junior high school teachers when grouped according to age, gender, highest educational attainment, number of years in teaching, and field of specialization. The proposed action plan is aimed at promoting a collaborative, reflective, and innovative learning environment that enhances student learning outcomes and could help improve the quality of teaching and learning experiences for both students and teachers. The researcher recommended the following: Schools could provide more professional development opportunities for teachers to enhance their knowledge and skills in using innovative teaching materials and techniques, encourage more opportunities for teachers to work together in designing and implementing lessons, allocate sufficient resources and budgetary requirements, and conduct a parallel or similar study with an in-depth and broader scope to validate the findings obtained in the study.

Key words: Professional Agency, Collaborative Environment, Transformative Practice, Reflection, and Resources in the Classroom