Curriculum Delivery of English Language Macro-skills vis-à-vis Strategic Approach of Bukidnon Jesuit Mission School Teachers

Abstract

This study explores the curriculum delivery of English language macro-skills in all Senior High Schools of Jesuit Mission Schools of Bukidnon Province. The participants of the study are all English teachers in Bukidnon Mission District teaching the 21st Century Literature from the Philippines and the World, English for Academic and Professional Purposes, Creative Nonfiction, Reading and Writing, Oral Communication, and Creative Writing. The study employed data triangulation to confirm research findings, reduce deficiencies, and provide credible and valid insights into the phenomenon. The quantitative result shows a high congruency of intended and observed curriculum in antecedent, transaction, and outcome; the 21st-century Literature from the Philippines and the World requires in-depth curriculum review and re-alignment in all areas, and Reading and Writing, and Creative nonfiction subjects suggest improvement in the Transaction. Three significant essences are produced in Moustaka Phenomenology as to how the curriculum is delivered: potentials in the developmental stage, pedagogical appropriation in the implementation stage, and actual results in the assessment stage. Twelve (12) syntheses derived from the data triangulation became the rationale for the contextualized development plan.