CURRICULUM Implementation Facilitating and Hindering Factors, Learning Strategies and Teaching Competencies of Physical EDUCATION

Abstract

This study employed mixed methods research, particularly convergent design to determine the influence of curriculum implementation facilitating and hindering factors and learning strategies on the teaching competencies of PE teachers in Region XI. They were selected through stratified quota sampling. The validated questionnaires were used to analyze quantitative data using mean, standard deviation, and multiple linear regression analysis while the interview guide was utilized to gather qualitative data and was analyzed through thematic content analysis. The status of curriculum implementation facilitating and hindering factors and learning strategies and teaching competencies was very high. Both independent variables significantly influence teaching competencies. Lived experiences include difficulty in facilitating learning journeys within the learner-centered ecosystem, refining teaching skills, and evolving oneself through continuous professional growth. Further, the roles of experiences in shaping the attitude and beliefs were cultivating a flourishing teaching journey and cultivating pedagogical excellence. The ecosystems level and result showed merging-converging with the experiences of refining teaching skills and evolving oneself through continuous professional growth. However, the learning strategies in the difficulty  reveals a merging- diverging nature of integration with the experiences of participants on teaching competencies as they have the difficulty in facilitating immersive learning journeys within a learner-centered ecosystem.