Taxonomy of social acceptability indicators for k to 12 basic education program

This study aimed to find out the taxonomy of social acceptability indicators for K to 12 Program. The descriptive survey design utilizing a questionnaire-checklist was used in the study. The respondents of the study were teachers and parents of selected Public Elementary Schools in the three districts of Zamboanga del Norte during the School Year 2015 – 2016. There were 240 teacher-respondents and 240 parent-respondents employed in the study. Out of 240 respondents, 80 were taken in every district. The statistical tools used in the study were the frequency and percentage count. The study revealed that the teachers and parents have different views regarding the taxonomy of social acceptability indicators of K to 12 Program with respect to pupil development, teachers’ preparedness, curriculum relevance and material resources. This implies that they have different priorities and level of acceptance of the program. The most encountered problems in the implementation of K to 12 Program were in sufficient facilities and equipment and lack of awareness among parents. It is recommended that additional classrooms should be built for accommodation of incoming bulk of students. Parents should be well-informed on the implementation for K to 12 Curriculum to make them aware of the quality of education being given to their children. Adequate physical facilities should be provided in the implementation of K to 12 Curriculum for better teaching-learning process.