1. Supporting Teachers in
Implementing CSE:
Insights from a Baseline Assessment of Capacities in
Teaching CSE of Philippine Public School Teachers
from Regions 1, 7, and 11
2. There is a lot expected from teachers in the CSE
implementation.
curriculum support system
mastery of content
learner-centered approach
4. Integrative Model of Planned Behavior (p. 167, Fishbein & Yzer, 2003)
Distal variables
• Culture
• Attitudes toward targets
• Personality, moods,
and emotions
• Other individual
differences variables,
e.g.
Teaching
CSE
Behavioral
beliefs
Normative
beliefs
Efficacy
beliefs
5. Before anything else, increase awareness
65% said they are aware that CSE is one of DepEd’s
priority age
BUT less than half said they have access to the official
DepEd policy and other CSE-related resources.
6. Clarify the scope and limitations of implementing the CSE
curriculum.
features of the CSE vs common misconceptions
scientific
age- and developmentally appropriate
culturally and gender responsive
human rights-based
comprehensive
Before anything else, increase awareness
7. Identify where and how to access the different resources.
such as funding, learner’s materials, teacher’s resources, co-curricular programs, and
monitoring
Consider that more teachers became aware of CSE through
the mass media.
vs. primary/official sources such as the Responsible Parenthood and Reproductive Health
Act of 2012, DepEd’s Memo, and PRRD’s EO 12
Before anything else, increase awareness
8. Increase self-efficacy in teaching CSE
Note: In 2018, a study was conducted by CHSI about the readiness of schools in implementing CSE in Philippine public schools. The teachers
generally reported that they had the skills to teach CSE topics and that they are likely to comply, especially with the presence of official orders and
implementing guidelines from the DepEd. However, many teachers would need to work on some skills as well as their comfort and confidence.
Only 15% said they have implemented or are currently
implementing CSE integration
Around 66% said they have the intention (currently planning/have been meaning to do it)
9. The teachers generally have an average level of self-efficacy
in teaching CSE.
mean rating=6.99
out of a scale of 0 to 10
standard deviation=1.88
Increase self-efficacy in teaching CSE
10. Around 59% said they can get their students to participate
BUT almost 49% are undecided whether their school is
ready to implement or not.
Also, around 49% disagreed to the statement that they
have adequate training to implement CSE effectively.
Increase self-efficacy in teaching CSE
11. Allow teachers to picture themselves and have more experience in teaching CSE.
Ensure that CSE is being implemented through an instituted
monitoring and evaluation system.
Teachers can also create their own simple and easy-to-
implement solutions for monitoring their progress.
Actual and imaginal experiences
12. Teachers feel more efficacious in terms of content than the learner-
centered approach.
Self-efficacy in teaching different CSE topics > in performing CSE-related skills > in teaching CSE given
different conditions
Teachers have different technological needs, professional
backgrounds, life experiences.
Those teaching in the lower levels also tend to feel less efficacious.
Age-appropriateness as a concern
Actual and imaginal experiences
13. Around 51% are undecided on whether other schools in their
division are already implementing CSE.
Around 48% said that their colleagues will not resist the CSE
implementation
BUT around 37% are undecided about this.
Similar others’ experiences
Allow teachers to share and exchange their ideas, best practices, and failures
with relatable others.
14. Only around 11% have talked to or are currently talking to
colleagues about how to effectively implement CSE in my school or
classroom.
Most of them intend to (~65%).
Around 67% have the intention to collaborate with colleagues in
integrate CSE in different learning areas.
Only a few have acted on it (~9%).
Similar others’ experiences
15. Teachers may feel efficacious in collaborating with other teachers on
CSE projects (mean rating= 7.20) but less efficacious in integrating
content standards in their learning area with other learning areas
(mean rating= 6.74).
Only around 42% said they had access to CSE-related peer
education opportunities and around 34% to CSE-related mentoring
and supervision.
Similar others’ experiences
16. Address the uncertainties they have about how others are doing and
encourage all schools to implement CSE.
CSE conference or congress
Provide opportunities and incentives for peer education opportunities
and mentoring/supervision.
CSE-specific learning action cells
Similar others’ experiences
Allow teachers to share and exchange their ideas, best practices, and failures
with relatable others.
17. The teachers generally have positive beliefs and attitudes, but they are
uncertain about what others are doing.
Almost 95% said they would support CSE, but they have apprehensions related to their perceived norms (e.g. around 42% are
undecided about how parents would think about them talking to the students about sex).
Allow teachers to have external support.
Social encouragement
External support is important to the teachers.
Getting positive responses from students; Getting support from the parents, school administration, colleagues, and society
18. Help teachers institute a referral system for your students.
Only 12% said they have acted on having a referral system and around 65% said they have the intention to do so.
Teachers have average self-efficacy in being able to refer students with CSE-related concerns to the school nurse or
health worker (mean rating=6.89).
Social encouragement
Allow teachers to have external support.
Hold community-based interventions and events to orient community
members.
Teachers would also need social and material support.
Teachers have average self-efficacy in being able to orient parents/guardians about CSE (mean rating=6.89) and
being able to facilitate school-community partnerships for CSE-related projects (mean rating=6.64).
19. Make the work delightful.
Example: Have an incentive/recognition system in place for good performance. Only
around 6% said they have acted on this while around 65% have the intention.
Cater to different kinds of teachers with different contexts.
Social encouragement
Allow teachers to have external support.
20. Have a midline and/or endline assessment.
The actual experience of teaching CSE may improve the scores in the different variables.
This could help examine the possible effects of the NToT and other interventions.
The data can be used to inform decisions about the in-service training (midline) and/or
adjustments for the succeeding school year (endline).
22. Thank you!
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Editor's Notes
This was conducted last September 2020
We Expect them to facilitate their classes , but may challenge ditto
Survey of teachers teaching kinder to grade 10 in AP
They were asked to answer qualitative and open ended questions
Variables in the survey . Approaches in analyzing data , uses in appliead psychology the highlighted variables by the CHSI , focus on apprehension
we give focus on the blue variables
The study we have to increase the awareness .
There is a perception from the teachers
Awareness campaign Clarify the scope and limitations , and common misconceptions , if we have to teach cse
Age appropriateness of CSE , na baka hindi appropriate sa mga learners
liCSE , may leak to different
Encourage teachers to
BALANCE on facts and Objectives
Funding learning materials base on the survey that teachers do not have access . Correlation of
Encourage the teachers in teaching
Top answers of teachers said that they get the readings from the resources , Mass media resources .
Self efficacy - 15% and 66 have currently implementing integration
Teachers are willing to implement the CSE ,
Interview of teachers they have skills , but they have concerns on comfort and efficacy
This is very important to teachers
Self –efficacy can predict any outcome
Current in teaching CSE rating is above 7 high average rating pero pwede pang tumaas
Sa mga teachers answers of survey :
Kahalagahan ng mga students to pag implement
Teachers is not yet trained enough
Kung gusti nanting pataasin ang self efficacy depend on the behavior of teachers
M & E to monitor if they are implementing the CSE
The findings is efficacious sila ( if the topic is discuss )
Example : Development , Gender , Concept STI
Frequently asked question =
Ok ang teachers if they are discussion based on self – discussion about student centered
Apprehension of teachers in teaching , and it decrease the self –efficacy if there are pupils who are LGBTQ and indigenous
Teachers have different strategies in teaching CSE . Streghts in experiences
Stories must capture the evedince –based
Lower level – they feel efficacious thet senior hs
Self efficary slmilar experiences , Kung kaya nila kaya ko rin
Emphasized the
Teachers said t
Suggestion provide them with mentoring through LAC sessions
Encourage all schools to implement CSE
Positive emotion to the community
Self effecicacy , to give external support to teachers , it is really importance to teach CSE
Baka hindi tanggapin ng community
Healthful factor
Positive responsive to to students
To have teachers to have referral system
Schools must established referral system
Delightul – positive emotions will increase the self efficacy
Have a recognition in the best
mayrrong mga lumabas sa survey , pag married siya ay madali suiya mag turo
Schools must have an midline and endline assessment this will help improve the program .
Endline assessment may be use for the next schoolyear ,
