Determining factors of teachers’ readiness to teach economics using a spiral progression approach

Abstract

The Philippine K-12 curriculum embraces the spiral progression approach as a learning strategy that revisits and reinforces themes throughout a student's educational journey, gradually increasing their complexity. Despite the abundance of literature on spiral progression in education, there is limited research on teachers' readiness to implement this approach, specifically in the field of economics. This study aims to address this gap by evaluating teachers' readiness based on their profiles and knowledge of economics during the first and second grading periods. Through descriptive analysis, this paper provides insights into teachers' readiness and the necessity of utilizing the spiral progression approach to achieve the goal of producing globally competitive graduates. The study involved 29 social studies teachers selected through the "side judgment" purposive sampling technique, which was the most appropriate for this study's purpose. The findings indicate that teachers' readiness is positively influenced by factors such as educational attainment, specialization, teaching experience, mentoring received, and training attended. However, age and meetings attended do not directly affect teachers' readiness. These results contribute to both theoretical understanding and the practical application of teacher readiness in implementing the spiral progression approach. Moreover, this study sheds light on the readiness of teachers to use the spiral progression approach when teaching economics. The analysis provides valuable insights for both researchers and educators, facilitating a deeper understanding of teacher readiness and emphasizing the importance of implementing the spiral progression approach to produce globally competitive graduates.