Teachers’ Lived Experiences in the Input-Output Based Classroom Management in the Higher Education Institutions (HEIs)
DOI:
https://doi.org/10.5281/zenodo.23526401Keywords:
descriptive-phenomenological, input and output-based, and classroom managementAbstract
This study focused on teachers lived experiences in higher education institutions in the context of input and output-based classroom management in Colegio San Agustin, Bacolod City, Philippines. Using a descriptive-phenomenological research methodology, seven (7) teachers' participants and one (1) confirmatory, the institution's vice president, participated in telling their experiences by discussing the input and output-based classroom management challenges that have formed adjustments in the curriculum landscape. The study employed interviews, observations, and appropriate research tools for the elements of phenomenological structure to discuss the life experiences encountered by the participants; thus, descriptive-phenomenological facilitated to analyze and making use of the data in exploring the outcomes-based management as well as the assessment practices of the teachers during these uncertain times in education. Moreover, the experiences of each participant brought forth the themes such as challenges, sub-themes that emerged, opportunities to assess their level of knowledge meets a specified set of requirements and engagement. It is relevant to the teaching and learning process. For the experiences, there are 3 sub-themes involved: discovering the students' capabilities were realized, integration in learning and teaching becomes apparent, and bridging the gaps. The conclusion revealed input and outcomes-based classroom management in an educational technique that concentrates and integrates the education system upon what all students must learn, understand, and be capable of accomplishing to level up with a desirable standard of expertise of the institution's educational landscape.
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